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SCHOOLROOM 

Games  and  Exercises 


BAINSXWGE 


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SCHOOLROOM 


Games  and  Exercises. 


COMPILED   AND    WRITTEN  BY 


ELIZABETH    G.    BAINBRIDGE. 


CHICAGO: 

THE    INTERSTATE    PUBLISHING    COMPANY. 

BOSTON:   366  WASHINGTON  STREET. 


:5  \ 


Copyright  1886,  by 
THE    INTERSTATE    PUBLISHING   COMPANY. 

EDUCATION  OEm. 


PRESS   OF   HENRY    H.    CLARK   &   CO.,   BOSTON. 


INTRODUCTION. 


It  is  believed  that  teachers  will  welcome  such  a  collection  of 
exercises  as  is  here  offered  for  schoolroom  recreations.  Children 
do  not  go  to  school  to  learn  games,  but  a -game  may  help  them 
to  some  valuable  acquirement.  The  occasional  introduction  of 
such  exercises  as  are  suggested  here  will  relieve  the  monotony 
of  the  schoolroom,  will  rest  the  pupils,  brighten  their  wits,  con- 
centrate their  attention,  and  give  them  a  fresh  impetus  for  more 
serious  w^ork.  The  games  can  be  used  sometimes  in  opening 
exercises,  or  for  "  busy  work  "  between  recitations,  or  occasionally 
in  place  of  a  recess.  In  district  schools  where  children  living  far 
from  the  schoolhouse  bring  their  lunches,  these  plays  will  make 
the  noon-hour  pass  quickly  and  pleasantly.  We  commend  the 
book  to  the  home-circle  also,  as  offering  many  interesting  in- 
tellectual games.  The  collection  has  been  gathered  from  various 
sources,  and  it  is  impossible  to  give  proper  credit  in  all  cases. 
The  compiler  can  only  acknowledge  her  indebtedness  to  numerous 
educational  journals  and  other  periodicals  which  have  furnished 

valuable  suggestions. 

3 


543B10 


INDEX. 


GEOGRAPHY    AND    HISTORY    HELPS. 

Page 

Capping  Names 9 

Piece-work 9 

Alphabetical  Game 10 

Presidents  of  the  United  States          .        .        .        .        .  11 

Post-Offices .        .        .        .11 

Descriptions 12 

Game  of  Twenty  Questions 12 

Facts 14 

Historical  Pictures 15 

Review 16 

Sovereigns  of  England 17 

Characters 18 

Sobriquets  of  the  States  and  their  Inhabitants  ...  18 


SPELLING    AND    COMPOSITION    HELPS. 

Word-making 20 

List  of  Words 20 

Answers 22 

Substitution 22 

Transpositions 23 

Anagrams .24 

Skeletons 25 

Drop-Letter  Puzzles      .        .       ' 26 

Grouping  Words 27 

Dictionary-making 27 

Verbarium,  or  Word-hunting         ......  27 

5 


INDEX. 


Page 

Selection .  28 

Cupid's  Coming 28 

Building  Great  Names 29 

Initials 32 

Alliteration ...  33 

Sentence-making 33 

Fiction .33 

Of  What  are  You  Thinking  ? 34 

Throwing  a  Light 35 

Crambo .        .        .  37 

Cento  Verses  .        .        . 38 

Rhyming  Game 39 

Capping  Verses 39 

Vowels 40 

Adjectives        . 41 

Contrasts 41 

Synonyms  and  Paraphrasing 42 

Arms  of  the  States 46 

Personal  Description    .        .        . 46 

Picture  Exercise 46 

What  is  Your  Thought  Like  ? 47 

What  did  You  See  ? 48 

Who  and  Where?  . 49 

What  Would  You  Like  to  Be  ? 49 

Follow  Your  Leader 50 

Acrostics  and  Enigmas 51 

Word-Squares  and  Diamond  Puzzles  .        .        .        .        .        .52 

Proof-reading 52 

Gem-Learning 53 

Teaching  the  News  of  the  Day 54 

School  Post-Offices 55 

Spelling  and  Pronunciation  Tests         .        .        .        .        .  56 

Sound  vs.  Sense .        .60 

To  Miss  Katharine  Jay     . 60 

Suggestive  Questions .62 

Sounds 63 

Exercises  in  Articulation 63 


INDEX. 


FOR    THE    ARITHMETIC    CLASS. 

Page 

The  Number  Nine 64 

A  Curiosity  of  Numbers 65 

Casting  out  Nines ^ 

Arithmetical  Complements 68 

Adding  Match 68 

Draw  Game .69 

Jack-Straws .        .        .  70 

Counting 70 

Combination 70 

Buzz 71 

To  Tell  a  Number  Thought  Of     ,        .        .        .        .        .  71 

Finding  the  King 73 

Magic  Squares 74 

Exact  Divisors 77 

Drill 79 

Algebraic  Paradox 80 


FOR    SPECIAL    HOURS    AND    DAYS. 

Morning  Exercises 81 

Friday  Afternoon  Exercises       .        .     * 82 

Memorial  Days 83 

Arbor  Day 84 


CALISTHENICS. 

Chest  Exercise 86 

Elbow  Exercise 87 

Shoulder  Exercise 87 

Arm  and  Hand  Exercise 88 

Hand  and  Neck  Exercise .  89 

Trunk  and  Waist  Exercise 89 


INDEX. 


PUZZLES    AND    PROBLEMS. 

Page 

Character  Hints 90 

Historical  Anecdote 92 

Ellipses  (British  Authors)         .        .        .        .        .        .        .  94 

Puzzle  Story .94 

Geography  Stories 96 

An  Unfortunate  Bridal  Tour  in  (Islands  in  the  Pacific  Ocean),  96 

A  (Kiver  in  Idaho)  Story 98 

The  Naughty  (Islands  in  New  York  State)   ....  99 

An  (Island  in  the  East  Indies)  Story         ....  101 

Missing  Mountains 103 

Names  of  Mountains 104 

Names  of  Rivers 105 

Names  of  Towns 105 

Acrostics .  106 

Shakespearean  Initials 108 

Numerical  Enigmas .        .        .  109 

Cross- Word  Enigmas 115 

Hidden  Names 117 

States  and  Territories 117 

Cities,  Etc 118 

Twelve  Capes  of  the  United  States 119 

Ten  Rivers  Spelled  Backwards        .        .        .        .        .        .119 

Scattered  Towns .  119 

Rebus .120 

Bishop  of  Oxford's  Puzzle 120 

Sentence  Enigma 121 

For  the  Latin  Class 122 

Conundrums 122 

Miscellaneous  Problems 123 

Key 127 


Geography  md  History  Helps. 


CAPPING    NAMES. 

This  game  is  played  by  each  scholar  in  order  naming 
some  place  or  person,  each  to  begin  with  the  final  letter 
of  the  one  previously  given.  Starting  with  London,  the 
next  might  be  Newport,  the  next  Troy,  and  so  on.  This 
game  may  give  choice  of  geographical  names  generally,  or 
be  limited  to  names  of  cities,  historical  characters,  etc. 
When  used  as  a  geography  exercise,  it  is  well  to  have  the 
places  located ;  and  in  the  history  class  dates  and  brief 
descriptions  may  be  given ;  as,  Alexander,  king  of  Greece, 
fourth  century  B.  C. ;  Eaphael,  one  of  the  "  old  masters," 
lived  in  Italy ;  Longfellow,  American  poet,  nineteenth 
century ;  Washington,  "  the  father  of  his  country.'^ 


PIECE-WORK. 

Two  pupils  choose  sides.  No.  1  names  a  city,  county, 
or  river  previously  studied  by  the  class,  about  which  No.  1 
of  the  opposite  side  must  state  a  fact.  No.  2  another,  and 
so  on  down  the  line.     The  head  scholar  who  has  already 


10  SCHOOLROOM    GAMES   AND   EXERCISES. 

recited  then  proposes  a  city  for  the  other  side,  which  is 
taken  in  the  same  manner.  If  any  one  hesitates  he 
returns  to  his  seat.  If  the  sentences  do  not  hold  out 
the  length  of  the  line,  and  any  one  below  the  last  who 
recites  thinks  of  another  acceptable  sentence,  the  inter- 
vening scholars  take  their  seats.  If  those  left  in  line  can 
think  of  nothing  further,  and  one  on  the  opposite  side 
recites  a  fact  which  the  entire  class  is  supposed  to  know, 
the  remainder  of  the  line  pass  to  their  seats ;  but  if  this 
does  not  occur,  a  new  city  is  given.  If  thought  best,  some 
scholar  may  sum  up  the  facts  after  they  have  been  sep- 
arately given. 

A  teacher  says  :  — 

"  I  find  that  the  brightest  pupils  leave  the  text-book  descriptions 
to  the  duller  ones,  and  obtain  their  sentences  from  encyclopaedias  or 
other  outside  sources,  which  makes  it  oftentimes  a  very  interesting 
exercise  to  me  as  well  as  to  them." 


ALPHABETICAL    GAME. 

The  company  is  divided  by  choosing  sides.  The  leader 
begins  by  naming  a  place  beginning  with  the  letter  A,  and 
then  slowly  counts  up  to  ten.  If  some  one  on  the  oppo- 
site side  during  this  time  can  give  some  geographical  name 
beginning  with  the  same  letter  he  does  so,  and  in  turn 
counts  ten,  giving  the  other  side  a  chance  to  name  a  place. 
This  goes  on  back  and  forth  until  there  is  a  failure  to  give 
a  place  during  the  counting.  The  side  which  last  gave  a 
name  is  awarded  a  credit,  and  the  game  is  begun  anew 
with  the  letter  B.  All  the  letters  of  the  alphabet  are 
thus  taken,  and  the  side  which  has  the  largest  number  of 
credits  wins. 


GEOGRAPHY   AND    HISTORY  HELPS.  11 


PRESIDENTS    OP    THE   UNITED    STATES. 

First  Washington,  Adams,  with  Jefferson  reckoned; 
Next  Madison,  Monroe,  then  Adams  the  second. 
Andrew  Jackson  came  next,  of  New  Orleans  fame ; 
Van  Buren  and  Harrison,  and  Tyler  next  came. 
Then  Polk,  and  then  Taylor,  then  Fillmore  and  Pierce, 
Then  Buchanan,  then  Lincoln,  with  war's  dreadful  curse; 
Then  Johnson  and  Grant,  and  Hayes  we  claim. 
And  Garfield  and  Arthur,  and  Cleveland  we  name. 

POST-OFFICES. 

A  PLEASANT  social  game  or  school  exercise  is  the  fol- 
lowing: it  is  best  played  by  dividing  the  company  into 
two  parts,  leaders  being  appointed  who  choose  their  sides. 
Some  letter  is  selected,  and  all  are  required  to  write  as 
many  names  of  cities  or  towns  beginning  with  that  letter 
as  they  can  within  a  given  time.  When  the  time  is  up 
one  of  the  leaders  reads  his  list,  and  if  any  one  on  the 
other  side  has  the  duplicate  of  a  name  read  the  reader 
crosses  it  out,  as  do  all  who  have  it  on  their  lists,  and 
it  does  not  count  in  the  final  reckoning.  Then  the  other 
leader  reads  his  list,  crossing  out  all  words  that  are  du- 
plicated on  the  opposite  side.  The  lists  are  then  read 
alternately  from  side  to  side  in  the  same  manner,  each 
player  retaining  on  his  list  only  those  words  which  are 
not  duplicated  on  the  other  side,  or  which  have  not  been 
given  by  others  on  his  side.  The  leaders  keep  count  of 
these  words,  and  the  side  which  has  the  most  words  wins 
the  game. 


12  SCHOOLROOM    GAMES    AND    EXERCISES. 


DESCRIPTIONS. 

A  SIMILAR  exercise^  but  one  requiring  more  careful 
study  and  preparation^  is  to  have  one  pupil  describe  a  city 
for  the  others  to  name.  He  would  proceed  something  like 
this :  — 

"  I  know  a  city  on  a  large  river  in  one  of  the  Southern  States.  If 
you  were  there  you  would  see  many  ships  and  boats  lying  on  the 
river;  and  a  great  number  of  bales  of  cotton  piled  on  the  wharves 
and  near  the  river.  You  might  see  some  hogsheads  of  sugar  and 
molasses,  too,  and  perhaps  hear  some  of  the  people  talking  French." 

By  this  time  some  one  recognizes  New  Orleans,  and  in 
his  turn  is  ready  with  this  description  of  Saratoga :  — 

"  I  am  thinking  of  a  place  in  one  of  the  Middle  States.  It  is 
an  inland  town,  and  was  the  scene  of  one  of  the  most  important 
battles  of  the  Revolution.    It  is  now  a  fashionable  watering-place." 

It  is  a  good  plan  to  write  the  names  of  several  places  on 
slips  of  paper  and  distribute  them  to  the  class  a  day  or  two 
before  such  an  exercise  as  this.  Having  time  to  question 
their  friends,  to  consult  cyclopsedias,  histories,  etc.,  the 
children  will  bring  many  interesting  facts,  and  in  their 
eagerness  to  find  some  clew  to  the  names  they  will  give 
good  attention  to  the  descriptions. 


GAME    OP    TWENTY    QUESTIONS. 

In  this  game  the  leader  selects  some  object,  place,  or 
person,  and  the  others  are  to  find  out  what  it  is  by  ques- 
tioning him  about  the  subject  of  his  thought.  It  is  best  to 
ask  questions  that  may  be  answered  by  yes  or  no,  but  the 


GEOGRAPHY   AND    HISTORY   HELPS.  13 

leader  may  use   her   discretion   in  giving  more   extended 
replies. 

For  instance,  the  teacher  says,  "  I  have  thought  of  some- 
thing in  the  schoolroom.''  The  players  are  not  allowed 
to  ask  at  random,  "Is  it  a  desk?  Is  it  a  book?  Is  it 
Tommy  Jones  ?  "  but  must  draw  out  a  description  that  will 
give  them  a  clew.     A  good  question  to  start  off  with  is : 

"  Does  it  belong  to  the  animal,  vegetable,  or  mineral  kingdom  ? " 

"To  the  mineral  kingdom,"  is  the  answer. 

"  Is  it  found  in  every  schoolroom  ?  "    "  It  ought  to  be." 

"  Is  it  used  anywhere  else  ?  "    "  Sometimes." 

"  Is  there  more  than  one  in  the  room  ?  "    "  Yes." 

"  Is  it  used  by  teachers  or  scholars  '?  "     "  By  both." 

"  Do  we  put  it  in  our  desks '?  "    "  No." 

"  Can  we  see  it  from  our  seats  1 "    "  Yes." 

"  Is  it  the  blackboard  1 "    "  Yes." 

Or  questions  may  follow  a  different  plan. 

Illustration  : 

"I  think  of  something." 

"  To  what  kingdom  does  it  belong  1 "    "  The  animal." 
"  Is  it  an  animal,  part  of  an  animal,  or  the  product  of  an  animal  ? " 
"Part  of  an  animal." 

"  Is  it  natural  or  manufactured  ?  "    "  Manufactured." 
"  Useful  or  ornamental  ?  "    "  Very  useful." 
"  Used  by  ladies  or  gentlemen  ?  "    "Both." 
"  What  color  ? "    "  Usually  white." 

"  Size  ? "    "  It  is  about   six    inches  in  length,  and  about  as  large 
around  as  my  finger."    "  Is  it  a  tooth-brush  1 "    "  Yes." 

Again,  take  some  city  or  well-known  town  for  a  subject. 
The  Geography  class  will  enjoy  this  game ;  you  begin : 

"I  have  thought  of  a  place  in  the  United  States." 
"  Is  it  east  or  west  of  the  Mississippi  1 "    "  East." 


14  SCHOOLROOM    GAMES   AND   :EXERCISES. 

"Is  it  a  seaport?"    "No." 
"Is  it  the  capital  of  a  State?"    "No." 

"  Is  it  a  college  town  ? "     "  No,  but  it  is  famous  for  its  culture 
and  its  literary  celebrities." 
"Is  it  noted  in  history?"    "Yes." 
"Is  it  Concord?"    "Yes." 

Another  time  select  some  historical  or  literary  char- 
acter. 

"I  have  thought  of  a  person." 

"  Is  it  a  man  or  a  woman  ?  "    "A  woman." 

"Is  she  living  or  dead'^"    "She  is  dead." 

"  Did  she  live  on  this  continent  ?  "    "  No,  in  Europe." 

"  Was  she  a  ruler  or  the  wife  of  a  ruler  ? "  "  No,  but  she  had 
great  political  influence." 

"  Was  she  an  author  ? "    "  No." 

"Was  she  a  famous  wit  or  beauty?"     "No." 

"  Was  she  of  noble  birth  ? "  "  No ;  she  was  of  humble  origin,  but 
had  much  to  do  with  royalty." 

"  Was  she  held  in  much  honor  ? "  "  She  was  at  one  time  very 
popular,  but  was  finally  put  to  death." 

"Was  it  Joan  of  Arc?"    "Yes." 

FACTS. 

Assign  the  different  States  among  the  members  of  your 
class,  or  ask  each  pupil  to  select  some  State,  and  as  his 
name  is  called  let  him  give  some  interesting  fact  in  its 
past  history  or  present  condition ;  as, 

New  York  is  called  the  Empire  State,  because  it  holds 
the  first  rank  in  wealth,  population,  and  commercial  im- 
portance. 

Michigan  consists  of  two  peninsulas.  A  great  deal  of 
lumber  is  obtained  from  this  State. 

Louisiana;  a  world's  fair  was  held  in  New  Orleans  in 
1885. 


GEOGRAPHY   AND   HISTORY   HELPS.  15 


HISTORICAL    PICTURES. 

As  a  review  exercise  in  a  History  class  pupils  may  be 
required  to  bring  in  a  written  description  of  some  person 
or  event  wliich  they  may  select,  leaving  the  subject  to  be 
found  out  by  the  other  pupils  when  the  exercises  are  read. 
A  skillful  teacher  may  also  use  these  pictures  with  good 
effect  in  bringing  historical  scenes  vividly  before  her  pu- 
pils.    The  following  are  illustrations: 

1.  On  a  plain  stand  two  armies,  only  waiting  for  the 
signal  to  commence  fighting,  when  an  old  man  comes  be- 
tween them  and  proposes  that  instead  of  a  battle  it  shall  be 
a  single  combat.  Three  men  are  chosen  out  of  each  army. 
Two  of  the  three  are  killed,  but  the  third,  in  feigning 
flight,  cleverly  kills  his  three  opponents. 

2.  A  venerable  man,  dressed  in  a  costume  of  ancient 
times,  holds  in  his  hand  a  bowl  of  some  liquid  which  he  is 
about  to  drink.  As  he  raises  the  bowl  to  his  lips  a  smile 
lights  up  his  face;  but  the  persons  gathered  about  him  are 
shedding  tears. 

3.  A  man,  moved  by  some  deep  feeling,  is  leaning  upon 
a  cross-bow,  while  a  boy  runs  to  him  holding  an  apple  cut 
in  pieces  as  if  an  arrow  had  passed  through  it. 

4.  A  glade  in  the  forest.  Natives  of  the  land  are  gath- 
ered about  a  group  of  three  persons;  one  of  these  kneels, 
his  hands  bound;  another  is  in  the  act  of  throwing  her- 
self upon  him ;  the  third  has  swung  up  above  the  two  a 
heavy  club,  which  is  about  to  fall. 


16  SCHOOLROOM    GAMES    AND    EXERCISES. 

5.  A  king  of  ancient  times,  unable  to  untie  a  very  com- 
plicated knot,  cut  it  thr^ough.  with,  a  blow  of  his  sword. 
This  he  did  that  he  might  fulfil  a  certain  prophecy. 

6.  The  scene  is  a  park,  before  a  large  and  magnificent 
palace.  Standing  about  it  are  many  courtiers,  and  amongst 
them  is  their  king.  They  are  all  looking  anxiously  at  a 
noble  and  spirited  horse,  who  is  prancing  about  in  the 
midst  of  the  assembly,  and  who  will  not  allow  any  one  to 
mount  him.  All  at  once  a  youth  springs  forward,  and, 
taking  the  bridle,  caresses  the  horse  and  endeavors  to 
quiet  him ;  then,  taking  off  a  kind  of  cloak  which  he  is 
wearing,  he  springs  lightly  on  his  back,  and  in  a  little  time 
the  animal  flies  across  the  plains  at  the  top  of  his  speed, 
to  the  pleasure  and  admiration  of  the  spectators.  Then, 
having  satisfied  himself  with  running,  he  returns  to  the 
assembly,  who  load  the  youth  with  praise,  and  congratulate 
him  on  his  good  success. 

1.  The  fight  between  the  Horatii  and  the  Curiatii. 

2.  Socrates  drinking  the  fatal  hemlock. 

3.  William  Tell,  after  shooting  the  apple  from  his  son's 
head. 

4.  Pocahontas  saving  John  Smith. 

5.  Alexander  cutting  the  Gordian  knot. 

6.  Alexander  mounting  Bucephalus. 

REVIEW. 

As  a  review  exercise,  let  one  of  the  pupils  stand  in  front 
of  the  class,  and  the  others  in  turn  ask  her  questions.  In 
case  of  failure,  the  one  who  has  asked  the  last  question  is 
to  exchange  places  with  the  pupil  on  the  floor. 


GEOGRAPHY   AND   HISTORY   HELPS.  17 


SOVEREIGNS    OP    ENGLAND. 

First  William  the  Norman, 

Then  William  his  son; 
Henry,  Stephen,  and  Henry, 

Then  Eichard  and  John ; 
Next  Henry  the  Third; 

Edwards  One,  Two,  and  Three; 
And  again,  after  Eichard, 

Three  Henries  we  see. 
Two  Edwards,  Third  Eichard, 

If  rightly  I  guess; 
Two  Henries,  Sixth  Edward, 

Queen  Mary,  Queen  Bess, 
Then  Jamie,  the  Scotchman, 

And  Charles,  whom  they  slew; 
And  again,  after  Cromwell, 

Another  Charles  too. 
After  Jamie  the  Second 

Ascended  the  throne, 
Good  William  and  Mary 

Together  came  on; 
Then  Anne,  Georges  foui. 

And  Fourth  William  all  past, 
God  sent  us  Victoria,  ^ 

May  she  long  be  the  last ! 


18 


SCHOOLROOM    GAMES   AND   EXERCISES. 


CHARACTERS. 

In  this  game  each  player  in  turn  is  required  to  name 
some  person  in  history  or  fiction  whose  name  begins  with 
A.  In  the  next  round  each  one  takes  the  initial  B,  and  so 
through  the  alphabet.  Those  who  came  last  in  each  round 
will,  of  course,  have  the  hardest  work ;  so  it  is  well  to 
begin  first  at  one  end  of  the  line,  and  then  at  the  other. 


SOBRIQUETS    OF    THE    STATES    AND    THEIR 
INHABITANTS. 


Maine 


New  Hampshire 

Vermont  .  .  . 
Massachusetts 
Rhode  Island 

Connecticut 

New  York    .     , 
New  Jersey 
Pennsylvania 

Delaware     .     . 

Maryland     . 

Virginia   .    .    . 


•! 


Pole  Star  State  .  . 
Dirigo  State  .  .  . 
Pine  Tree  State   .    . 

Granite  State  .    .    .    . 

{Green  Mountain  State 
New  Hampshire  Grants 
Old  Bay  State     .    .    . 
Little  Rhody   .    .    . 
Sister  Rhody  .    .    . 
Nutmeg  State  .    .    . 
Land  of  Steady  Habits 
Blue  Law  State    .    . 
Freestone  State   .    . 
Empire  State   .     .     .    . 
Camden  and  Amboy   . 
Keystone  State    .    .    . 
Blue  Hen  State    .     . 
Diamond  State     .    . 
yid  Line  State     .     .    . 
Old  Dominion      .     . 
Mother  of  States .     . 
Mother  of  Presidents 


Down  Easters. 

[  White  Mountain  Boys. 
[  Granite  Boys. 

'  Green  Mountain  Boys. 

Bay  Staters. 

Gun  Flints. 

'  Nutmegs. 

Knickerbockers. 
Clam  Catchers. 
Bucktails. 

Blue  lien's  Chickens. 

Clam  Thumpers. 

Beagles. 


GEOGRAPHY  AND    HISTORY   HELPS. 


19 


West  Virginia 

.      Loyal  Highlands 

.    Snake  Diggers 

North  Carolin 

r  Old  North  State 
1  Turpentine  State 

1  Tar  Boilers. 

South  Carolin 

A.   .     Palmetto  State    .     . 

.     Weasels. 

Georgia    .     .    . 

Cracker  State  .    ,    . 

(  Buzzards. 
I  Crackers. 

Florida     .     . 

r  Gulf  State   .    .    . 
1  Peninsula  State   . 

>  Fly-up-the-creeks. 

Alabama  .     . 



Lizards. 

Mississippi    . 

(  Bayou  State    .    . 
*  I  Mudcat  State  .    .    . 

)  Tadpoles. 
)  Mudcats. 

Louisiana 

(  Pelican  State  .    . 
1  Creole  State     .    .    . 

\  Pelicans, 
i  Creoles. 

Texas   ... 

Lone  Star  State   . 

Beef-heads. 

Kentucky     . 

Corn  Cracker  State 
Blue  Grass  State . 

>  Corn  Crackers. 

Ohio      .     .     . 

.     Buckeye  State     .    . 

.    Buckeyes. 

Indiana     .     . 

r  Hoosier  State  .    .    . 
\  Hoosierdom     .    .    . 

>  Hoosier s. 

Illinois     .     . 

( Sucker  State    .     .    . 
\  Prairie  State    .    .    . 

>  Suckers. 

Michigan 

Wolverine  State  .    . 
\  Lake  State  .    .    .    . 

>  Wolverines. 

Wisconsin     . 

.      Badger  State  .    .    . 

.    Badgers. 

Minnesota     . 

Gopher  State  .    .     . 

.     Gophers. 

Iowa     .     .    . 

Hawkeye  State    .    . 

.    Hawkey  es. 

Missouri   .     . 

r  Bullion  State  .    .    . 
1  Iron  State   .     .    .    . 

I  Bullions. 

Arkansas      .    . 

Bear  State  .    .    . 

( Bears. 

\  Toothpickers. 

Kansas      .    . 

Garden  of  the  West 

.    .  Jayhawkers. 

Nebraska      .    . 

.     Black  Water  State 

.    .  Bug  Eaters. 

Oregon     .    .    . 

.    .  Hard  Cases. 

California    .     . 

.     Golden  State    .    . 

.    .   Gold  Hunters. 

Nevada     .    . 

.      Silver  State      .    . 

.    .  Sage  Hens. 

Colorado .    . 

.     Centennial  State  . 

.    .   Centennials. 

Spelling  md  Composition  Helps. 


WORD -MAKING. 

Transpositions,  anagrams,  drop-letter  puzzles,  etc.,  might 
come  under  this  head.  In  the  game  distinctively  called  by 
this  name  all  the  letters  of  the  alphabet  are  printed  several 
times  on  bits  of  cardboard,  and  these  are  placed,  face  down- 
ward, within  reach  of  the  players.  Each  one  in  turn  draws 
a  letter  and  places  it  in  sight  in  the  "pool."  If  he  can  form 
a  word  from  any  of  the  letters  in  the  pool  he  does  so,  or  if 
he  can  make  a  new  word  by  combining  one  of  these  letters 
with  a  word  already  obtained  by  some  one  else,  he  adds 
this  to  his  list.  For  instance,  if  a  person  has  the  word 
"tear,"  another  may  take  it  from  him  by  adding  the  let- 
ter g,  making  "  great."  It  is  not  allowable  to  use  proper 
names,  to  form  plurals  by  adding  s,  or  participles  by  affix- 
ing d.  The  following  exercise,  which  appeared  in  one  of 
our  young  people's  magazines,  will  furnish  excellent  prac- 
tice. In  each  case  the  letter  given  is  to  be  combined  with 
one  of  the  words  of  the  list  to  form  a  new  word. 

LIST    OF    WORDS, 

1.  Curate,   if,  cow,  roiling,  he,  boot.     Letter  A. 

2.  Waiter,  bring,  when,  glad,  lyre,  much.     Letter  B. 

3.  Fan,  sand,  bat,  of,  dream,  land,  bishop.     Letter  C. 

20 


SPELLING    AND    COMPOSITION  HELPS.  21 

4.  Back,  crowd,  deacon,  furnace,  field,   plough,  safety. 
Letter  D. 

5.  Settle,  smother,  pie,  my,  is,  grade,  wagon.     Letter  E. 

6.  Leaf,  leader,  eke,  site,  terrace,  butter.     Letter  F. 

7.  Bee,  tone,  large,  play,  see,  peculiar,  sweet,  law.     Let- 
ter G. 

8.  Bounty,  many,  fie,  dray,  stray,  thirdly.     Letter  H. 

9.  Mine,  tribute,  eve,  fry,  commerce,  horse,  cat,  meed. 
Letter  /. 

10.  Currant,  diet,  stole,  parcel,  debt,  fortune,  sour.     Let- 
ter J, 

11.  Off,  theatre,  whole,  fur,  fair,  mantle,   grief,  moon, 
noble.     Letter  K. 

12.  Gig,  bold,  curd,  theme,  button,  mongrel.     Letter  L. 

13.  Fool,  crown,  their,  tool,  no,  virtue.     Letter  M. 

14.  Gold,  man,  hymn,  teeth,  little,  oars.     Letter  N. 

15.  Bonnet,  glove,  it,  stream,  park,  preachers.     Letter  0. 

16.  Brindle,  tenement,  roan,  brown,  names,  dentist.    Let- 
ter P. 

17.  True,  blue,  surely,  purest,  suit,  suspense,  tincture. 
Letter  Q. 

18.  Grindstone,    obit,    iota,    go,    judge,    nectar,    candor. 
Letter  R. 

19.  Stone,  round,  sharks,  enough,  heat,  there,  reasons. 
Letter  >S^. 

20.  Loan,  vow,  wages,  jute,  tooth,  enemy,  totality.     Let- 
ter T, 

21.  Pipes,  guns,  building,  between,  ogre.     Letter  Z7. 

22.  Struts,   truce,  voice,    tin,    mug,    perpetrate,   adder. 
Letter  V. 

23.  Haste,  modest,  maiden,  temperate,  persecute,  accuse. 
Letter  W. 


22 


SCHOOLROOM    GAMES   AND   EXERCISES, 


24.  Tent,  value,    nothing,   inn,    malice,    courtesy,   oval, 
yeast.     Letter  X. 

25.  Bad,    foe,    smooth,    mutter,   want,    future,    remark. 
Letter  Y. 

26.  Dreary,  polar,  bears,  mere,  shocking,  occult.     Let- 
ter Z. 


ANSWEMS. 

1. 

Boot  — 

-  taboo. 

14. 

Oars  — 

•  arson. 

2. 

Lyre- 

-  beryl. 

15. 

Stream 

—  roamest. 

3. 

Land  — 

-  ducal. 

16. 

Eoan- 

-  apron. 

4. 

Field - 

-fiddle. 

17. 

Suit  — 

quits. 

5. 

Grade- 

—  agreed. 

18. 

Iota  — 

ratio. 

6. 

Leader 

—  federal. 

19. 

Stone  - 

—  onsets. 

7. 

Large  - 

-gargle. 

20. 

Loan  — 

-  talon. 

8. 

Dray  — 

-  hydra. 

21. 

Ogre  — 

-  rogue. 

9. 

Horse  - 

—  hosier. 

22. 

Truce  - 

—  curvet. 

10. 

Stole - 

-jostle. 

23. 

Haste  - 

—  swathe. 

11. 

^air— 

fakir. 

24. 

Malice 

—  exclaim. 

12. 

Theme 

—  helmet. 

25. 

Want- 

-  tawny. 

13. 

Their - 

-  hermit. 

26. 

Bears  - 

—  zebras. 

SUBSTITUTION. 

This  game  affords  a  good  spelling  exercise,  and  may  in- 
crease one's  vocabulary.  Two  words  are  given  of  an  equal 
number  of  letters,  and  the  problem  is  to  change  one  to  the 
other  by  altering  one  letter  at  a  time  of  the  first  so  as 
to  make  a  legitimate  English  word,  continuing  the  alter- 
ations until  the  desired  result  is  attained,  and  accomplish- 
ing this  with  the  smallest  number  of  changes.  Only  one 
letter  may  be  altered  to  form  each  new  word,  and  none  but 


SPELLING    AND    COMPOSITION   HELPS.  23 

words  which  can  be  found  in  the  English  dictionary  may 
be  used. 

The  following  are  examples  of  the  changes : 

Dog  to  Cat.  —  Dog,  dot,  cot,  cat. 

Girl  to  Neat.  —  Girl,  girt,  dirt,  dart,  mart,  malt,  melt, 
meat,  neat. 

Flour  to  Bread.  —  Flour,  floor,  flood,  blood,  brood,  broad, 
bread. 

TRANSPOSITIONS. 

You  can  keep  a  whole  class  busy  and  interested  by  this 
exercise.  Let  each  pupil  write  the  transposed  letters  of  the 
name  of  some  place  or  person,  with  an  explanation  of  local- 
ity, circumstances,  etc.,  and  pass  it  to  his  neighbor  to  de- 
cipher. If  thought  best,  the  names  may  be  confined  to 
some  particular  class,  as  the  cities  of  the  United  States,  the 
rivers  of  Europe,  etc.  A  few  illustrations  will  show  how 
puzzling  these  transposed  words  look. 

Hrletu.  —  A  noted  reformer  of  Europe,  born  in  the  fif- 
teenth century. 

Ahlerpa.  —  A  celebrated  painter. 

Aaagrots.  —  One  of  the  most  important  battles  of  the 
Kevolutionary  War. 

Etcrrsoeh.  —  A  city  of  New  York  State. 

Wlnooflegl.  —  One  of  the  best  known  poets  of  modern 
times. 

Snehat.  —  A  famous  city. 

Srtleu.  —  Make  five  words,  each  one  composed  of  these 
letters. 

Solutions.  —  1.  Luther.  2.  Raphael.  *  3.  Saratoga.  4.  Rochester. 
5.  Longfellow.    6.  Athens.    7.  Result,  ulster,  sutler,  rustle,  lustre. 


24  SCIIOOLBOOM    GAMES    AND   EXERCISES. 


ANAGRAMS. 

Anagrams  are  formed  by  transposing  the  letters  of  a 
given  subject  to  form  a  new  word  or  words.  The  best  ones 
are  those  which  in  some  way  describe  or  suggest  the  origi- 
nal subject.  Long  ago  anagram-making  was  a  very  fash- 
ionable amusement;  and  the  superstitious  used  to  see  a 
prophetic  meaning  in  the  transposed  rendering  of  a  name. 
The  followers  of  Charles  James  Stuart,  the  Pretender, 
found  encouragement  in  these  two  anagrams : 

James  Stuart, 

A  just  master. 

Charles  James  Stuart, 

He  asserts  a  true  claim. 

It  is  true,  good  anagrams  are  difficult  to  make,  but  we 
cannot  estimate  the  possibilities  of  this  kind  of  transposi- 
tion. We  give  a  few  examples  for  the  encouragement  of 
those  who  have  the  patience  to  undertake  it.  Some  single 
words  furnish  apt  anagrams :  Old  England,  Golden  Land ; 
astronomers,  moon-starers,  no  more  stars;  parishioners,  I 
hire  parsons ;  lawyers,  sly  ware ;  telegraph,  great  help ; 
catalogues,  got  as  a  clue ;  Napoleon  Bonaparte,  No,  appear 
not  at  Elba;  Presbyterians,  best  in  prayer;  wealth,  the  law; 
dissemination,  I  send  unto  Siam ;  sweetheart,  there  we  sat ; 
Horatio  Nelson,  Honor  est  a  Nilo ;  revolution,  to  love  ruin ; 
disappointment,  made  in  pint  pots  ;  penitentiary.  Nay,  I 
repent  it ;  Florence  Nightingale,  Flit  on,  cheering  angel. 

Here  are  four  on  "  Washington  crossing  the  Delaware  "  : 
A  hard,  howling,  tossing  water-scene ;  Lo !  see  rash  acting 
with  dangers  won ;  Th^  cold  waters  swashing  on  in  rage ; 
Watch  a  soldier  hang  on,  steering  S.  W. 


SPELLING    AND    COMPOSITION   HELPS.  25 

These  two  are  good :  "  The  weather  predictions  of  Henry 
Vennor.''  —  Pooh!  we  can  find  ten  errors;  they  never  hit. 
"Invention  of  the  sewing-machine  by  Elias  Howe."  —  Often 
noisy  I  when  I  enable  aching  wives  to  hem. 

The  following  is  from  Mr.  Maitland: 

" How  much  there  is  in  a  word  —  monastery"  said  I.  "  Why,  that 
makes  nasty  Rome  " ;  and  when  I  looked  at  it  again  it  was  more  nasty, 

—  a  very  vile  place  —  or  mean  sty. 

"Ay,  monster,"  said  I,  "you  are  found  out." 

"  What  monster  ?  "  said  the  Pope. 

"  What  monster  1 "  said  I.  "  Why,  your  own  image  there,  —  stone 
Mary." 

"  That,"  he  replied,  "  is  my  one  star,  my  Stella  Maria,  my  treasure, 
my  guide." 

"No,"  said  I,  "you  should  say  my  treason." 

"  Yet  no  arms,"  said  he. 

"  No,"  quoth  I,  "  quiet  may  suit  best,  as  long  as  you  have  no  mastery, 

—  I  mean  money  arts." 

"  No,"  said  he  again,  "  those  are  Tory  means,  and  Dan,  my  Senator, 
will  baffle  them." 

"  I  don't  know  that,"  said  I ;  "  but  I  think  one  might  make  no  mean 
story  out  of  this  one  word,  monastery." 


SKELETONS. 

Select  a  word  and  write  it  in  skeleton  on  the  board, 
snpplying  omitted  letters  by  stars.  For  instance,  you 
select  Boston,  and' write  B'^^t^^.  Each  pupil  must  think 
of  a  word  that  will  fill  out  the  framework,  and  each  in 
turn  supplies  a  single  letter.  Perhaps  the  first  one  sees 
that  the  word  button  will  complete  the  outline,  and  sup- 
plies t;  thus,  B^tt^^.  The  next  one  is  puzzled,  but  the 
third  one  sees  a  new  possibility  and  adds  r;  thus,  B^tt^r, 
and  the  word  finally  appears  Butter.  You  may  omit  any 
letters  you  please  in  the  first  outline. 


26  SCHOOLROOM   GAMES   AND   EXERCISES. 


DROP-LETTER    PUZZLES. 

These  require  considerable  ingenuity  sometimes.  Omit 
all  the  vowels  or  some  one  letter  from  a  sentence,  and  give 
it  out  to  be  filled  up.  The  letter  o,  the  only  vowel  which 
occurs,  is  omitted  from  each  word  of  the  following  rhyme : 

"N  mnk  t  gd  t  rb  r  eg  r  pit. 

N  f  1  s  grss  t  bit  Sctch  clips  ht. 

Frm  Dnjn^s  tps  n  rnc  rlls. 

Lgwd,  nt  Its,  Ms  pit's  bwls. 

Bx-tps  ur  sclil-bys,  t,  d  flg  fr  sprt. 

N  cl  mnsns  blw  ft  n  xfrd  dns, 

rthdx,  dg-trt,  bk-wrm  Slmns. 

Bid  strgths  f  ghsts  n  hrrr  shw. 

n  Lndn  shp-frnts  n  hp-blssms  grw. 

T  crcks  f  gld  n  dd  Iks  fr  fd, 

n  sft  cltli  ft-stls  n  Id  fx  dth  brd. 

Lng  strm-tss'd  sips  frlrn  d  wrk  t  prt. 

Rks  d  nt  rst  n  spns,  nr  wd-ccks  snrt, 

N  dg  n  snw-drd  nr  n  cits  ft  rlls, 

Nr  cmmn  frg  cncct  lng  prtcls." 
No  monk  too  good  to  rob  or  cog  or  plot. 
No  fool  so  gross  to  bolt  Scotch  collops  hot. 
From  Donjon's  tops  no  Oronoco  rolls. 
Logwood,  not  lotos,  floods  Oporto's  bowls. 
Box-tops  our  school-boys,  too,  do  flog  for  sport. 
No  cool  monsoons  blow  oft  on  Oxford  dons, 
Orthodox,  dog-trot,  book-worm  Solomons. 
Bold  Ostrogoths  of  ghosts  no  horror  show. 
On  London  shop-fronts  no  hop-blossoms  grow. 
To  crocks  of  gold  no  dodo  looks  for  food. 
On  soft  cloth  foot-stools  no  old  fox  doth  brood. 
Long  storm-toss'd  sloops  forlorn  do  work  to  port. 
Rooks  do  not  roost  on  spoons,  nor  woodcocks  snort, 
No  dog  on  snow-drod  nor  on  colts-foot  rolls. 
Nor  common  frog  concoct  long  protocols. 


SPELLING   AND    COMPOSITION  HELPS.  27 


GROUPINa    WORDS. 

A  GOOD  exercise  in  language  study  is  to  write  classified 
lists  of  words  in  response  to  such  suggestions  as  these: 
Write  all  the  words  you  can  think  of  that  are  used  to  de- 
scribe color,  form,  material,  appearance,  quality.  Write 
five  words  which  may  be  used  to  show  size,  and  then  form 
five  sentences  containing  these  words.  Write  twenty  verbs 
which  express  motion.  Write  the  names  of  all  the  trees 
you  have  seen. 

DICTION  ARY  -  MAKINa. 

Let  the  pupils  write  all  the  words  in  a  given  page  or 
lesson  beginning  with  A,  followed  by  those  beginning  with 
B,  and  so  on.  Then  teach  them  to  arrange  these  alpha- 
betically by  the  other  letters  as  well  as  by  the  initials. 
Indexing  given  portions  of  their  school-books  will  furnish 
an  exercise  for  more  advanced  pupils. 

VERBARIUM,    OR    WORD  -  HUNTING. 

Ask  your  pupils  to  write  as  many  words  as  they  can 
from  the  letters  contained  in  any  given  name.  Unless 
otherwise  understood,  no  letter  is  to  be  used  in  any  word 
more  times  than  it  is  found  in  the  given  one.  In  counting 
up,  it  is  best  not  to  allow  proper  names,  regularly-formed 
plurals,  or  past  participles  of  words  already  in  the  lists. 
Allow  a  fixed  time,  two  or  three  minutes,  for  writing  words 
beginning  with  each  letter.  Have  the  lists  read  aloud, 
each  pupil  crossing  out  words  given  by  any  other.  Special 
credit  belongs  to  the  one  who  has  the  longest  list  of  words 


28  SCHOOLROOM    GAMES   AND   EXERCISES. 

and  to  the  one  who  has  the  greatest  number  not  found  by 
any  one  else.  Several  hundred  words  may  sometimes  be 
formed  from  the  letters  contained  in  one  word.  To  vary 
this  exercise,  require  the  pupils  to  write  as  many  geo- 
graphical names  as  they  can  from  the  letters  contained  in 
a  given  word  or  phrase. 

For  example,  take  Master.  Beginning  with  the  letters  in 
alphabetical  order,  see  how  many  words  can  be  made  from 
it.  Little  hands  go  up  faster  than  the  words  can  be  written 
on  the  blackboard,  if  we  choose  that  plan,  and  soon  we  have 
these  and  many  more : 


as, 

eat, 

mast, 

rat, 

star. 

tea. 

ate, 

ear, 

mat, 

rase, 

stem. 

tar. 

am. 

east, 

mate. 

rate. 

seam. 

tear. 

art. 

era, 

met, 

ream, 

sear, 

team. 

are, 

erst, 

meat. 

ram. 

steam, 

tame, 

aster. 

eats, 

mart, 

rest. 

stream. 

tram. 

SELECTION. 

Request  your  pupils  to  select  all  the  words  in  a  given 
lesson  which  contain  an  equal  number  of  letters,  and  to 
write  words  of  three  letters  in  one  column,  words  of  four 
letters  in  another,  those  containing  five  letters  in  still 
another  line,  and  so  on. 


CUPID'S    COMING. 

Test  your  pupils'  vocabulary  by  this  play:  The  leader 
says  to  his  neighbor,  "  Cupid 's  coming."  The  latter  asks, 
"How  is  he  coming?"  The  questioner  must  answer  by  a 
word  ending  with  "ing,"  and  beginning  with  some  letter 


SPELLING    AND    COMPOSITION   HELPS.  29 

which  has  been  agreed  upon.  If  the  letter  E,  has  been 
chosen  the  answer  might  be  "Eunning."  The  second 
player  now  turns  to  the  one  nearest  him  with  the  an- 
nouncement, "  Cupid 's  coming."  "  How  is  he  coming  ?  " 
"Eeading/'  is  the  reply.  Others  say  that  he  is  coming 
repenting,  racing,  rejoicing,  rescuing,  riding,  etc.  When 
no  more  words  beginning  with  E  can  be  thought  of,  an- 
other initial  letter  is  chosen. 


BUILDINQ    GREAT    NAMES. 

The  immediate  object  of  this  game  is  to  achieve  some 
historical  name,  either  that  of  a  person  or  some  event. 
Usually  the  game  is  confined  to  names  of  persons.  One 
of  the  party  writes  down  a  "  nucleus "  of  letters  as  they 
follow  in  proper  order  in  any  name,  and  then  each  par- 
ticipant, in  turn,  adds,  if  he  can,  a  single  letter  at  one  end 
or  the  other,  until  the  full  name  is  set  forth.  'No  capital 
letters  are  allowed,  and  the  Christian  and  surname,  if  both 
are  used,  must  be  run  together.  Thus  "  George  Washing- 
ton," if  written  according  to  the  rules  of  this  game,  will 
present  himself  as  "  george Washington." 

Taking  the  chalk,  No.  1  writes  ^^erco."  No.  2  takes 
the  chalk.  He  looks  at  "erco"  with  a  troubled  expres- 
sion. He  has  two  minutes  by  the  timekeeper's  watch 
in  which  to  distinguish  himself.  He  fails  to  do  so,  and 
the  tally-man  gives  him  a  "mark."  No.  3  now  grapples 
with  the  situation.  He  has  had  the  benefit  of  No.  2's  two 
minutes,  and  has,  besides,  two  of  his  own  to  draw  upon. 
A  light  breaks  in  on  him,  a  knowing  look  comes  into  his 
eyes,  and  he  adds  an  "1,"  making  "ercol."  No.  4,  to 
whom  the  chalk  is  now  transmitted,  is  still  in  the  dark, 


30  SCHOOLROOM    GAMES   AND   EXERCISES. 

aiid  at  the  expiration  of  two  minutes  takes  a  mark. 
No.  5  sees  the  problem  open  before  him,  and  adds  an 
^'h,"  thus  —  "  hercol."  No.  6  fails,  but  No.  7  adds  a  "p/' 
and  we  have  "phercol."  No.  8  also  makes  an  addition, 
and  thereafter  it  is  plain  sailing — "phercolu/'  "pherco- 
lum,"  "  ophercolum/'  until  ^^  christophercolumbus ''  stands 
forth. 

No.  1  might  have  begun  with  any  other  sequence  of 
letters  composing  the  name,  as,  for  instance,  "chr,'' 
"stophe,"  ^'bu,"  "rist.''  The  final  period  must  not  be 
neglected.  It  counts  as  a  letter,  and  is  in  order  whenever 
it  can  be  appropriately  employed.  Thus  you  have  in  mind 
the  Father  of  your  country,  and  write  "  ing ".  The  next 
man,  to  your  surprise,  adds  a  period.  Your  intended 
"Washington"  is  now  spoiled,  and,  as  there  is  no  going 
beyond  the  period,  all  additions  must  be  made  to  the  left. 
Finally  the  word  turns  out  "Irving,"  "Schelling,"  or 
another  name  terminating  in  "ing.".  Sometimes  a  name 
is  completed,  and  needs  but  the  period,  yet  so  outlandish  is 
it  that  none  are  aware  of  this  fact  except  the  person  who 
added  the  last  letter;  and  it  has  happened  that  a  mark 
on  this  account  has  fallen  to  all  but  the  one  in  the  secret, 
and  that  when  his  turn  came  he  quietly  added  the  period, 
to  the  intense  disgust  of  all  the  rest.  No  initials  are  per- 
mitted, only  full  names,  either  with  or  without  the  Chris- 
tian name  or  names.  Thus,  "Channing"  or  "William 
Ellery  Channing,"  but  never  "W.  E.  Channing." 

When  a  name  is  completed,  he  who  has  scored  the  most 
marks  is  entitled  to  start  the  next.  If  he  feels  confident 
that  he  has  hit  upon  a  good  one,  it  will  be  to  his  interest 
to  put  down  as  many  letters  as  possible  without  betraying 
his  secret,  inasmuch  as  his  "  nucleus  "  may  be  used  for  any 


SPELLING    AND    COMPOSITION   HELPS,  31 

historic  name  to  which  it  can  be  adjusted.  Let  us  take 
these  letters  —  "obrah.''  Should  he  omit  the  "o,"  and 
write  "brah,"  the  result  might  be  "abrahamlincoln,"  which 
is  several  centuries  beyond  the  period  he  wishes  to  dis- 
tinguish with  a  selection.  All  go  down  before  "  obrah/' 
each  scoring  a  mark.  Now  the  original  scribe  adds  an 
"h/'  thus,  '^hobrah."  Again  all  are  in  the  dark,  and  re- 
ceive another  mark.  Next  the  original  inventor  makes 
it  "  chobrah.''  Matters  are  still  as  bad  as  before,  and  mark 
follows  mark,  perchance  until  the  full  name  is  completed 
in  order  as  follows:  "chobrah,''  "ychobrah,"  " tychobrah,'' 
^^  tychobrahe ''.  And  it  might  happen,  even  in  a  fairly 
intelligent  company  —  unless  some  member  were  astronom- 
ically inclined  —  that  none  would  recognize  the  name  and 
add  the  final  period,  and  thus  all  would  reap  another  mark 
each. 

No  letters  should  be  added  at  random,  even  should  they 
prove  correct,  and  any  player  having  reason  to  suspect  that 
this  has  been  done  may  demand  the  word  of  the  person 
preceding  him.  If  the  latter  can  give  any  historic  name 
in  which  the  letters  occur  as  then  written,  the  person  so 
calling  is  counted  a  miss,  and  the  player  giving  the  name 
chooses  anew.  If,  on  the  other  hand,  he  fails  to  do  so, 
the  miss  is  scored  against  his  account,  and  the  game  pro- 
ceeds as  before.  The  game  may  be  pleasantly  varied  by 
using  noted  names  in  poetry  or  fiction,  authors,  etc.,  but  it 
is  well  to  confine  it,  during  one  sitting  at  least,  to  a  particu- 
lar class.  The  game  gives  excellent  opportunity  for  the 
exercise  of  observation  and  quickness,  and  leads  to  discus- 
sions and  researches  which  prove  as  instructive  as  they  are 
entertaining. 


32  SCHOOLROOM    GAMES    AND    EXERCISES. 


INITIALS. 

The  players  sit  in  a  row,  and  the  first  says,  "I  am 
going  on  a  journey  to  Albany,"  or  some  other  place  be- 
ginning with  A.  The  one  seated  next  to  her  says,  "What 
will  you  do  there  ? "  The  verbs  and  the  nouns  of  the 
answer  must  begin  with  the  same  letter ;  and  so  on  through 
the  alphabet,  the  one  who  asks  the  question,  "  What  will 
you  do  there  ?  "  continuing  the  game.  Here  is  an  example 
of  how  a  party  of  children  played  it; 

Ellen.    I  am  going  on  a  journey  to  Albany. 

Louisa.     What  will  you  do  there  ? 

Ellen.    Ask  for  apples  and  apricots. 

Louisa    (to  her  next  neighbor).    I  am  going  to  Boston. 

Frank.     What  will  you  do  there  ? 

Louisa.    Buy  bonnets  and  buns. 

Frank.    I  am  going  to  college. 

Susan.    What  will  you  do  there  ? 

Frank.    Cut  capers. 

Susan.    I  am  going  to  Dover. 

Sarah.    What  will  you  do  there? 

Susan.    Dress  dolls. 

Sarah.    I  am  going  to  Erie. 

RussEL.    What  will  you  do  there? 

Sarah.    Eat  eggs. 

RussEL.    I  am  going  to  Fairhaven. 

Grace.    What  will  you  do  there? 

RussEL.    Feed  fawns  with  frogs. 

Grace.    I  am  going  to  Greenbush. 

Howard.     What  will  you  do  there  ? 

Grace.    Give  gold  to  girls. 

The  party  goes  through  the  alphabet  in  the  above  man- 
ner. Whoever  cannot  answer  readily,  after  due  time  is 
allowed,  must  suffer  some  penalty. 


SPELLING    AND    COMPOSITION  HELPS.  33 


ALLITERATION. 

Assign  to  each  player  a  letter  of  the  alphabet,  and 
require  him  to  construct  a  sentence,  every  word  of  which 
shall  commence  with  the  given  letter. 

SENTENCE  -MAKING. 

Let  the  pupil  form  a  reasonable  sentence  from  any 
number  of  apparently  unrelated  words  given  by  the 
teacher.     This  can  be  adapted  to  different  grades. 

FICTION. 

Give  out  a  number  of  disconnected  words,  phrases,  or 
sentences,  and  require  them  to  be  embodied  in  a  short 
composition  in  the  exact  order  in  which  they  are  given. 
The  diversity  of  the  productions  will  make  this  an  in-  ^ 
teresting  exercise.  In  illustration  we  quote  this  compo- 
sition of  a  twelve-year-old  girl.  The  phrases  to  be  used 
were  Blackwell's  Island,  a  buzzing  mosquito,  a  coal-black 
negress,  a  frolicsome  pup,  and  It's  a  pleasant  evening: 

"Early  in  June  little  Bobby  Fitzhugh  started  with  his 
father  to  go  to  Boston.  Bobby  was  much  interested  in 
the  work  of  blasting  out  the  channel  at  BlackivelVs  Island, 
through  which  the  steamer  passed,  and  asked  numerous 
questions  about  it,  and  was  so  much  engrossed  in  Mr. 
Fitzhugh's  descriptions  that  for  a  long  time  he  did  not 
heed  the  attacks  of  a  buzzing  nnosquito.  A  pause  in  the 
talk,  however,  gave  him  the  opportunity  to  rid  himself 
of  his  unwelcome  guest,  and  he  was  about  to  continue  his 
questioning,  when  he  was  attracted  by  loud  voices.     He 


34  SCHOOLROOM    GAMES   AND   EXERCISES. 

turned,  saw  a  large  coal-black  negress  scolding  and  shaking 
a  darkey-boy,  who  was  sobbing  bitterly.  '  Did  n't  I  tole 
you  not  to  go  near  dat  dog,  chile  ? '  she  said ;  '  white  folks 
call  um  a  frolicsoiiie  pup,  but  de  pups  bite  little  niggers, 
so  don't  go  nigh  um.  You  jes'  mind  what  I  say.'  No 
other  incident  occurred  on  the  trip,  though  Bobby  was 
mightily  pleased  when  the  Captain,  in  passing  him,  re- 
marked, 'It^s  a  pleasant  evening,^  which  condescension 
on  the  part  of  a  real  live  captain  Master  Bob  has  since 
made  much  of  in  talking  over  his  summer's  doings  with 
his  companions." 

OF    W^HAT    ARE    YOU    THINKING? 

The  teacher  asks  her  pupils  to  be  in  readiness  to  de- 
scribe any  articles  which  they  may  select.  She  then  calls 
on  one  with  the  question,  "  Of  what  are  you  thinking  ?  " 
He  must  reply  by  describing  the  thing  he  has  chosen,  and 
the  others  are  to  guess  what  it  is.  The  first  one  who  finds 
out  is  to  give  the  next  description.  If  the  pupils  are 
required  to  give  accurate,  detailed  descriptions,  it  will 
especially  exercise  their  powers  of  observation;  if  they 
choose  to  give  puzzling  accounts,  it  will  test  the  wits  of 
the  others.     For  example  : 

"  I  am  thinking  of  something  that  is  used  in  the  school- 
room. It  is  about  three  inches  long,  and  smaller  at  one 
end  than  at  the  other.  It  is  easily  broken.  Usually  it 
is  white,  but  sometimes  colored."  Answer,  a  piece  of 
crayon. 

"I  am  thinking  of  something  very  useful.  It  is  hard 
and  black,  though  once  it  was  green.  It  is  irregular  in 
shape,  and  we  change  its  form  in  using  it."  Answer, 
coal. 


SPELLING    AND    COMPOSITION  HELPS.  35 


THROWING    A    LIGHT. 

This  game  is  played  by  clioosing  a  word  which  has  dif- 
ferent meanings,  and  using  it  in  as  many  senses  as  possible, 
leaving  the  players  to  guess  it  from  its  confusing  and 
contradictory  description.  It  is  allowable  to  use  two  or 
more  words  differently  spelled,  if  they  are  pronounced 
alike,  as  in  the  last  example  given. 

1.  "Fixed  and  immovable,  it  sustains  the  swift  mes- 
senger in  its  rapid  course,  and  hinders  slow  travelers  on 
their  weary  way.  An  emblem  of  dullness  and  stupidity,  it 
spreads  intelligence  far  and  near.  The  lover  longs  for 
it  with  ardor;  and  the  most  stupid  animals  are  attached 
to  it  also.  Although  very  matter-of-fact,  it  is  a  creature  of 
the  imagination.  One  man  is  supported  by  it  in  time 
of  weakness,  while  another  is  plunged  into  sorrow  or 
exalted  to  joy  by  its  tidings.  The  real  one  is  put  to  the 
meanest  uses,  while  heroes  gladly  sacrifice  their  lives  to 
the  imaginary  one.  It  cheers  the  sorrowing,  sustains  the 
weak,  unnerves  the  strong,  and  holds  a  light  to  those  in 
darkness,  while  the  dull  are  bound  to  it  by  enduring  ties. 
Welcomed  at  the  doors  of  all,  it  seldom  enters  the  houses 
of  the  poor ;  but  no  house  can  stand  without  it,  and  no 
country  exists  where  it  is  not  known.  One  brings  another 
every  day,  and  a  man  may  be  called  by  it,  from  it,  to  it, 
and  pursue  its  imaginary  existence  even  to  death.'' 

2.  "  An  object  of  fear  and  dislike.  A  boy's,  nay  some 
men's,  perfect  delight,  yet  I  am,  in  one  sense,  a  slang 
word.  Never  abroad  except  at  night,  then  I  can  no  longer 
be  used;  yet  instead  of  using  me  people  shun  me,  and  I 
am   of  no   use.     Black  and  unsightly,  yet,  made  of   any 


36  SCHOOLROOM    GAMES    AND   EXERCISES. 

wood,  I  can  be  as  ornamental  as  my  maker  desires.  I  can 't 
be  made,  for  I  am  a  living  thing,  and  am  now  as  all  my 
type  have  been  before  me.  Though  used  in  play,  I  can 
inflict  a  blow.  I  doubt  if  any  one  would  ever  venture  to 
play  with  me ;  do  not  see  how  it  could  be  done ;  and  it 
is  generally  by  a  blow  that  I  am  killed.  I  can  be  broken, 
or  lost,  or  burned,  but  not  killed ;  but  yet,  having  life, 
I  die ;  am  not  lost  or  broken.  I  live  in  dark  places  and 
fly;  do  not  walk.  I  can't  move;  am  an  instrument  in  the 
hands  of  others,  but  can  make  something  else  fly.  I  am 
sensible  to  pain,  and  have  always  been  an  object  of  interest 
to  naturalists.  I  am  of  wood  —  how  can  I  feel  ?  —  and 
am  used  only  in  sport,  though  I  can  inflict  pain.  Thou- 
sands of  me  are  made  every  year  in  this  country,  and  I  am 
the  means  by  which  people  who  become  proficient  in  the 
use  of  me  earn  their  living.  I  am  of  no  use  save  to 
destroy  insects,  and  it  is  somewhat  doubtful  whether  I  do 
that  or  not.  There  are  many  varieties  of  me,  and  I  am 
more  often  found  in  warm  countries ;  the  use  of  me  is  too 
heating  to  be  much  indulged  in  in  the  tropics,  and  hence  it 
is  only  at  the  North  and  West  that  I  am  so  popular." 

3.  "  I  am  considered  rather  a  dark  feature  in  the  land- 
scape, yet  I  am  a  cheerful  little  flower,  ahvays  yelloAv  and 
gay,  and  there  is  a  proverb  about  me  in  England  which 

says,    ^When  is  out  of   bloom,  then  kissing  is  out 

of  season ' ;  so  you  see  I  must  be  in  bloom  nearly  all  the 
time,  yet  I  have  no  blossom,  only  stiff  dark  branches. 
I  have  neither  branches  nor  bloom ;  I  am  thick  and  hairy. 
I  grow  on  every  wayside,  yet  am  an  ornament  in  a  garden ; 
would  be  singularly  out  of  place  in  a  garden;  am 
found  only  after  much  toil;  have  no  value,  and  can  be 
had   for   the   picking,   yet   some   varieties  of    me   are    so 


SPELLING    AND    COMPOSITION   HELPS.  37 

valuable  that  only  the  very  rich  can  own  me.  I  am  dark 
green,  bright  yellow,  yet  to  see  me  either  yellow  or  dark 
green  would  amaze  all  who  trade  in  me,  for  I  am  white, 
brown,  black,  and  gray,  yet  to  see  me  any  of  these  colors 
would  equally  astound  other  owners  of  me,  and  certainly 
the  wayside  pickers,  though  I  do  not  vary  in  color  accord- 
ing to  clime.  I  am  tall  and  stiff ;  I  am  lowly-minded  and 
cling  to  the  ground.  I  stay  where  I  am  put,  but  as  to 
staying,  why,  to  find  me,  there  must  be  a  lively  chase, 
and  often  danger  encountered.  I  am  solely  for  ornament ; 
I  am  for  ornament,  use,  and  protection.  An  article  of 
clothing,  yet  death  must  come  before  I  can  be  appropri- 
ated ;  when  dead,  I  am  utterly  valueless,  save  to  be  burned ; 
it  would  be  a  waste  to  burn  me,  yet  I  am  only  valuable 
after  death.  I  am  as  Nature  made  me ;  she  takes  care 
of  me  in  a  natural  state ;  but  in  a  natural  state,  ere  men 
have  cared  for  me,  I  am  serviceable  only  to  animals.  How 
they  can  use  me  I  can't  imagine,  as  I  am  not  eatable,  and 
they  do  not  need  fires,  yet  without  me  they  cannot  live. 
I  am  prickly,  I  am  soft,  I  am  warm.  I  have  no  temper- 
ature ;  I  am  of  use  as  a  shade ;  I  am  used  to  protect  from 
cold ;  I  cost  nothing ;  I  am  a  luxury ;  but  in  all  my  shapes 
and  uses  I  am  attractive  to  the  eye." 
1.  Post.    2.  Bat.    3.  Furze,  furs,  firs. 

CRAMBO. 

Each  player  writes  a  question  on  a  piece  of  paper,  and 
a  single  word  on  a  shorter  slip.  These  are  all  mixed 
together,  and  each  one  taking  part  draws  a  question  and 
a  word,  which  he  is  to  embody  in  a  rhymed  answer  to  the 
question.  This  requires  skill,  but  is  not  so  difficult  as 
it  sometimes  seems.     The  following  are  examples  : 


38  SCHOOLROOM    GAMES   AND   EXERCISES. 

When  shall  we  three  meet  again  ?     Word,  pea-soup. 

"When  the  dinner-bell  rings 
And  the  pea-soup  is  hot. 
If  you  come  and  I  come, 
We'll  meet  on  the  spot." 

Where  do  all  the  pins  go  to  ?     Honest. 

"Do  you  ask  where  all  the  pins  go? 
That  is  more  than  I  can  show: 
But  if  the  honest  truth  be  known, 
To  the  four  winds  they  must  have  flown/' 

CENTO    VERSES. 

Each  player  writes  a  line  of  poetry,  conceals  it  by  fold- 
ing down  his  paper,  and  passes  it  for  his  neighbor  to  add 
a  line  which  shall  rhyme  with  it.  The  third  player  sets 
down  any  line  that  comes  to  mind,  and  the  next  in  turn 
must  find  a  rhyme  to  go  with  this.  The  following  are 
examples : 

"Remote,  unfriended,  solitary,  slow, 
The  frog  he  would  a-wooing  go. 
None  but  the  brave  deserve  the  fair, 
And  Hope,  enchanted,  smiled  and  waved  her  golden  hair." 

SCHOOLROOM    GAMES    AND    EXERCISES. 

"At  midnight  in  his  guarded  tent. 
Across  the  sands  of  Dee, 
The  child  of  Elle  to  his  garden  went, 
And  a  jolly  old  soul  was  he." 

Try  original  rhymes  sometimes.  Let  one  repeat  aloud 
a  metrical  sentence,  and  the  next  one  add  a  line  that  shall 
rhyme  with  it,  as  well  as  have  some  relation  in  sense.  The 
next  one  starts  a  new  couplet,  which  may  keep  up  the 
connection  or  not,  as  it  may  be  agreed. 


SPELLING    AND    COMPOSITION   HELPS.  39 

Another  exercise  is  to  give  out  verses  of  poetry,  omit- 
ting the  final  word  of  each  line,  and  require  the  player 
to  furnish  the  rhymes. 

Still  another  plan  is  to  give  rhyming  words,  which  the 
players  are  to  fit  at  the  ends  of  original  lines. 

RHYMING    GAME. 

An  illustration  will  best  explain  this  game : 

^^I  have  thought  of  a  word  that  rhymes  with  tie,"  an- 
nounces the  teacher. 

"  Is  it  a  small  insect  ? "  asks  one. 

"No;  it  is  not  fly." 

"  Is  it  to  purchase  1 " 

"No;  it  is  not  buy." 

"Is  it  something  babies  do?" 

"  No ;  it  is  not  cry." 

"Is  it  a  kind  of  grain?" 

"No;  it  is  not  rye."  • 

"Is  it  an  expression  of  sadness?" 

"No;  it  is  not  sigh." 

"  Is  it  something  above  us  ? " 

"Yes;  it  is  the  sky." 

The  one  who  has  guessed  the  word  now  thinks  of  a  new 
one,  and  begins  again,  perhaps  by  saying,  "  I  have  thought 
of  a  word  that  rhymes  with  art,"  and  the  game  goes  on 
as  before. 

CAPPING    VERSES. 

One  begins  by  repeating  a  line  of  poetry.  The  next 
gives  a  line  which  contains  one  of  the  words  of  the  first 
quotation,  and  so  on,  each  player  in  turn  must  furnish 
a  line  embodying  a  word  given  by  the  preceding  player. 


40  SCHOOLROOM    GAMES    AND    EXERCISES. 

1st  Flayer.    "  Up  from  the  south  at  break  of  day." 
2d  Player.     "  The  day  was  cold  and  dark  and  dreary." 
3d  Player.    "  The  way  was  long,  the  wind  was  cold." 
4th  Player.   "  The  wind  hath  blown  a  gale  all  day." 
5th  Player.   "  And  the  musk  of  the  roses  blown." 
6th  Player.    "  Queen  rose  of  the  rosebud  garden  of  girls." 

The  name  of  the  author  may  be  given  with  each  quo- 
tation, if  so  desired. 

VOWELS. 

This  may  be  made  a  written  or  an  oral  exercise.  The 
director  gives  a  question  to  each  player,  requiring  an 
answer  which  shall  not  contain  the  vowel  he  names,  or 
the  questions  may  be  asked  by  each  player  in  turn  after 
he  has  replied  to  the  question  put  to  him.  The  answers 
should  be  more  than  yes  or  no,  yet  concise  and  to  the 
point. 

Mary.  "  Where  are  you  going  to  spend  your  vacation  ?  Answer 
without  an  i." 

Hattie.  "On  my  uncle's  farm.  How  many  sisters  have  you? 
Answer  without  a  u." 

Will.  "One  more  than  three.  Will  you  go  skating  with  me  to- 
morrow?    Answer  without  an  e." 

Henry.    "I  will  go  if  it  is  not  too  stormy." 

If  you  choose,  you  may  require  all  the  vowels  in  the 
answer,  as : 

"  Who  is  your  favorite  poet '?  "  "  You  ought  to  know  that  I  greatly 
admire  Longfellow." 

"  How  long  did  you  study  your  geography  lesson ? "  "I  began 
studying  at  four  o'clock,  and  learned  it  well  in  an  hour." 

In  playing  games  of  question  and  answer  at  home,  a  for- 
feit is  the  penalty  for  mistakes  and  failures.  In  school 
the  best  substitute  for  this  is  to  follow  the  plan  of  "  spell- 


SPELLING    AND    COMPOSITION   HELPS.  41 

ing  down.'^  Let  all  stand,  at  the  beginning  of  the  game, 
and  each  one  who  fails  take  his  seat;  or  if  the  company 
is  seated,  let  those  who  fail  stand  until  the  game  is  com- 
pleted. 

ADJECTIVES. 

One  way  to  carry  on  this  exercise  is  for  the  teacher  to 
select  a  piece  containing  many  adjectives  and  read  it  aloud 
to  her  class,  pausing  before  each  adjective  and  letting  the 
pupils  in  turn  supply  the  modifying  words.  When  the 
selection  has  been  gone  over  in  this  way,  she  may  read  it  as 
it  is  written.  Again,  write  sentences  on  the  board,  leaving 
blanks  to  be  filled  with  appropriate  adjectives.  Have  the 
completed  sentences  read  aloud,  and  it  will  im|)ress  the  use 
and  force  of  modifying  elements  in  a  sentence.  At  another 
time,  assign  a  certain  portion  of  a  reading  lesson,  and  ask 
the  children  to  substitute  new  words  for  all  the  adjec- 
tives they  find.  You  may  require  them  to  paraphrase  the 
selection  by  substituting  synonymous  words,  or  they  may 
use  any  words  which  can  properly  limit  the  nouns  of 
the  sentence. 

CONTRASTS. 

This  game  may  be  played  by  the  teacher  naming  some 
descriptive  adjective,  and  the  pupils  responding  with  the 
word  having  an  opposite  meaning ;  as.  Teacher,  kind.  Pupil, 
unkind;  T.  rough,  P.  smooth;  T,  graceful,  P.  awkward. 
Again,  the  teacher  may  prepare  a  list  of  words  on  the 
blackboard,  and  ask  the  class  to  write  their  opposites ;  or 
each  pupil  may  form  a  list  of  fifteen  or  twenty  words  on 
his  slate,  and  pass  it  to  the  next  one,  who  writes  as  many 
words  of  contrary  meaning. 


42  SCHOOLROOM    GAMES   AND   EXERCISES. 


SYNONYMS    AND    PARAPHRASING. 

To  know  just  what  word  to  use  to  express  the  exact 
shade  of  meaning  intended  is  no  mean  accomplishment.  A 
drill  in  the  right  use  of  words  comes  naturally  in  connection 
with  the  reading  lessons.  It  is  sometimes  well  to  have 
the  definitions  which  are  given  in  the  readers  committed 
to  memory ;  it  is  well  to  familiarize  pupils  with  the  use  of 
the  dictionary  in  finding  the  meaning  and  pronunciation  of 
words ;  but  these,  unless  supplemented  by  a  careful  drill 
from  the  teacher,  will  be  found  strangely  misleading. 

Some  words  have  reference  only  to  mental  qualities, 
others  only  to  moral  qualities,  and  still  others  to  physi- 
cal qualities  only.  But  the  word  or  words  given  in  defi- 
nition of  any  of  these  in  the  primary  dictionaries  will  in 
many  cases  apply  equally  well  to  qualities  of  any  kind. 
Again,  some  words  are  used  only  in  a  good  sense,  others 
only  in  a  bad  sense ;  some  are  always  used  with  reference 
to  men,  and  others  with  reference  to  the  lower  animals ; 
some  have  reference  only  to  the  condition  of  the  atmos- 
phere, and  others  only  to  the  water ;  still  the  definitions 
given  in  any  of.  these  cases  would  apply  equally  well  to 
others.  It  is  impossible  here  to  enumerate  all  cases  of 
this  kind  that  may  and  do  occur  in  the  work  of  the 
schoolroom.  The  teacher  must  be  constantly  on  her  guard, 
and  whenever  a  definition  given  by  the  pupils  has  a  re- 
stricted use,  she  should  call  their  special  attention  to  it. 
If  the  word  is  used  only  in  a  good  sense  she  should  illus- 
trate this  by  an  example  of  what  would  be  its  proper 
and  what  its  improper  use ;  and  she  should  then  clinch 
the  fact  by  having  the  class  give  examples  of  their  own. 


SPELLING    AND    COMPOSITION   HELPS.  43 

It  is  never  safe  to  assume  that  our  scholars  understand 
anything  we  have  given  them  till  we  have  applied  this 
practical  test :  Give  an  original  illustration  of  this  prin- 
ciple, rule,  or  usage. 

The  following  specimens  of  scholars'  work  in  making 
sentences  to  illustrate  the  definitions  of  words  found  in 
their  small  dictionaries  will  have  a  familiar  sound  to 
some : 

Frantic,  Wild :  —  "I  picked  a  bouquet  of  frantic  flowers." 
Ketorted,  Returned :  —  "  We  retorted  home  at  six  o'clock." 
Summoned,  Called:  —  "  I  summoned  to  see  Mary  last  week." 
Blenches,  —  Shrinks :  —  "A  pine  board  blenches  in  the  sun." 
Athletic,  Strong :  —  "  The  vinegar  was  too  athletic  to  be  used." 
Poignant,  Sharp :  —  "  My  knife  is  very  poignant." 
Abdicate,  To  resign :  —  "  Our  teacher  abdicated." 
Ordinances,  Rules:  —  "We  learned  the  ordinances  for  finding  the 
greatest  common  divisor." 

Turbid,  Muddy :  —  "  The  road  was  so  turbid  that  we  stuck  fast  in 
the  mud." 

Tandem,  One  behind  another :  —  "  The  scholars  sit  tandem  in  school." 
Akimbo,  With  a  crook :  —  "I  saw  a  dog  with  an  akimbo  in  his  tail." 
Atonement,  Satisfaction :  —  "  There  is  no  atonement  in  boat-riding 
on  a  cold  day." 

Composure,  Calmness :  —  "  The  composure  of  the  day  was  remark- 
able." 

A  valuable  drill  for  any  school,  whether  graded  or  un- 
graded, is  to  have  the  scholars  underline  with  a  light  pencil- 
mark  a  given  number  of  designated  unfamiliar  words  and 
expressions  in  the  day's  reading  lesson,  require  them  to  look 
up  the  definitions  before  the  next  day's  recitation,  and  then 
have  them  read  the  lesson  again,  sicppli/ing  the  definitions 
instead  of  the  underlined  words  and  expressions. 

The  advantages  of  this  plan  are  manifold.  First,  It  is 
an  accurate  test  as  to  whether  the  definition  found  by  the 


44  SCHOOLROOM    GAMES    AND    EXERCISES. 

pupil  is  a  suitable  one  for  the  place,  and  if  so,  whether  it  is 
the  best  one  for  the  place.  It  teaches  the  pupil,  therefore, 
to  exercise  his  judgment  in  the  choice  of  words  to  express 
a  given  thought  or  shade  of  thought.  One  scholar  has 
found  a  definition  which  does  not  express  the  full  force 
of  the  word,  a  second  has  found  the  definition  of  the  same 
word  when  used  in  an  entirely  different  sense,  while  a 
third  may  have  selected  a  definition  which  expresses 
the  thought  in  a  stronger  sense  than  the  author  intended. 
But  an  attempt  to  substitute  these  various  definitions  for 
the  words  or  expressions  in  question  will  usually  make 
their  various  defects  apparent.  It  will  also  be  found  that 
when  certain  definitions  are  substituted,  the  order  of  the 
words  must  be  slightly  changed;  that  different  or  ad- 
ditional adjuncts  must  be  used,  or  that  the  words  must  be 
followed  by  different  prepositions. 

Second,  It  keeps  up  the  interest  in  a  second  reading  of 
a  given  lesson.  When  the  lesson  has  once  been  read,  it 
usually  becomes  an  old  story,  and  is  studied  and  recited 
with  indifference  ever  after.  By  this  method  the  second 
reading  is  usually  more  interesting  than  the  first. 

When  the  lesson  is  simply  to  be  re-read  in  this  way  it  is 
best  not  to  underline  more  than  two  or  three  words  in  a 
paragraph.  If  more  than  this  are  marked  it  is  apt  to 
detract  from  its  value  as  a  reading  lesson,  —  a  danger  to  be 
carefully  avoided  in  all  supplementary  reading  exercises. 
But  for  the  sake  of  variety,  and  to  afford  a  more  critical 
test  of  the  scholars'  understanding  the  sense  of  what  they 
read,  it  is  a  most  profitable  exercise  to  assign  only  one  or 
two  paragraphs  of  a  lesson,  with  a  greater  number  of  under- 
lined words  and  expressions,  and  then  require  the  class  to 
write  out  on  the  blackboard  their  paraphrase  of  the  given 


SPELLING    AND    COMPOSITION   HELPS.  45 

extract.  With  the  work  of  the  entire  class  written  on  the 
board  before  them,  there  is  an  admirable  ox^portunity  for 
profitable  comparison  of  the  relative  merits  and  demerits 
of  the  various  forms  of  expression  used  by  the  different 
scholars. 

Taking  the  entire  thought  of  a  sentence  and  expressing 
it  in  new  words,  is  somewhat  different  from  substituting 
synonyms  for  single  words  or  phrases.  Free  translations 
of  prose  paragraphs,  or  of  poetry  into  prose,  furnish  good 
exercise  in  composition.  For  this  assign  a  selection  with- 
out underlining  words.  We  append  a  paraphrase  of  a 
passage  from  Shakespeare's  "Macbeth.'^ 

"  Good  sir,  why  do  you  start,  and  seem  to  fear 
Things  that  do  sound  so  fair?    In  the  name  of  truth, 
Are  ye  fantastical,  or  that  indeed 
Whicli  outwardly  ye  show  1     My  noble  partner. 
You  greet  with  present  grace  and  great  prediction 
Of  noble  having  and  of  royal  hope. 
That  he  seems  wrapt  withal:  to  me  you  speak  not. 
If  you  can  look  into  the  seeds  of  time. 
And  say  which  grain  will  grow,  and  which  will  not, 
Speak  then  to  me,  who  neither  beg  nor  fear 
Your  favors  nor  your  hate." 

"  My  worthy  friend,  why  do  you  tremble,  and  appear  afraid  of 
words  which  seem  to  have  such  a  favorable  meaning'?  Tell  me 
truly,  are  you  merely  imaginary  beings,  or  do  you  really  exist  in  the 
form  in  which  you  present  yourselves  to  our  eyes  ?  You  hail  my 
renowned  companion  with  tidings  of  actual  possession,  of  high  rank, 
and  flatter  him  with  expectations  of  sovereign  power,  which  have  so 
absorbed  his  attention  that  he  seems  like  one  in  a  dream ;  but  to  me 
you  address  not  a  single  word.  If  you  have  the  power  of  foreseeing 
future  events,  and  declaring  what  will  happen,  and  what  will  not, 
direct  your  discourse  to  me  also,  who  neither  beseech  your  good-will 
nor  dread  your  enmity." 


46  SCHOOLROOM    GAMES    AND    EXERCISES. 


ARMS    OP    THE    STATES. 

Tor  a  composition  exercise,  give  one  state  to  each 
scholar;  let  him  describe  the  figures  of  the  coat  of  arms, 
giving  reasons  for  their  use.  Give  the  motto,  with  simi- 
lar reasons,  translating  it  when  it  is  not  in  English. 


PERSONAL    DESCRIPTION. 

If  this  suggestion  could  be  carried  out  in  the  spirit 
of  the  Golden  Eule,  it  might  be  useful  as  a  composition 
exercise. 

Teachers  will  require  each  pupil  to  write  about  some 
other  member  of  the  class.  Then  let  each  description 
be  read,  omitting  the  name,  and  allow  the  class  to  guess 
the  name  from  the  description. 

OUTLINE. 

1.  General.  Age,  height  —  tall,  short,  or  medium;  body  —  stout, 
slender,  thin,  spare,  corpulent. 

2.  Complexion.  Dark,  brunette,  blonde,  light,  fair ;  color  of  eyes, 
hair,  cheeks,  etc. 

3.  Features.  Forehead  —  high,  low,  etc. ;  nose  — large,  small,  Ro- 
man, Grecian ;  eyes  —  large,  small,  dull,  expressive  ;  mouth,  lips,  teeth, 
ears,  etc. 

4.  Dress.    Material,  color,  style,  etc. 


PICTURE    EXERCISE. 

Let  teachers  make  a  practice  of  collecting  pictures,  espe- 
cially those  representing  trades,  animals,  flowers,  fruits, 
country  scenes,  and  kind  acts.  When  a  sufficient  number 
on  any  subject  have  been  collected,  they  may  be  distributed 


SPELLING    AND    COMPOSITION   HELPS.  47 

to  the  class;  for  instance,  take  trades.  One  child  may 
rise  and  state  what  trade  his  picture  represents.  Each 
one  may  then  think  of  some  tool  that  would  be  employed 
in  that  trade,  and  ask  if  it  is  in  the  picture;  also  state 
the  use  of  the  particular  tool.  If  able  to  read  and  spell, 
the  names  may  be  written  on  the  board.  See  if  any  of  the 
others  have  a  picture  like  it,  or  containing  anything  men- 
tioned. Then  another  child  may  rise  and  name  the  trade 
indicated  in  his  picture.  With  animal  pictures,  let  the 
children  name  the  animal,  where  it  lives,  its  use,  kind 
of  feet,  covering  of  body,  food,  etc.  With  fruit,  ask  how 
it  grows,  when  ripe,  kind  of  skin,  seed,  etc.  With  some 
pictures,  bring  out  the  moral  lessons  as  strongly  as  possi- 
ble, and  relate  stories  touching  upon  them.  If  the  chil- 
dren are  advanced  sufficiently,  have  them  write  in  short 
sentences  what  they  see  in  their  pictures,  or  make  little 
compositions  or  stories  about  them. 


WHAT    IS    YOUR    THOUGHT    LIKE? 

A  PLEASANT  game  is  called  "What  is  your  thought 
like  ? "  One  way  of  playing  it  is  as  follows :  A  goes 
out,  and  in  his  absence  the  others  decide  what  one  thing 
they  will  all  think  about.  It  may  be  anything  they 
choose,  in  nature,  art,  or  fiction.  We  will  suppose,  by 
way  of  illustration,  that  it  is  the  sky,  and  that  only 
four  persons  are  present.  A  being  now  recalled,  inquires 
of  one  of  the  party,  "  B,  what  is  your  thought  like  ? " 
B.  "Like  an  umbrella."  A  then  asks  the  next,  "What 
is  your  thought  like  ? "  C  (thinking  also  of  the  sky). 
"Like  a  woman."  D  says,  in  his  turn,  '^Like  the  Ameri- 
can flag " ;  and  E  compares  it  to  Joseph's  coat. 


48  SCHOOLROOM    GAMES    AND    EXERCISES. 

A  being  quite  unable  to  determine  what  one  thing  is 
like  all  these,  begins  at  B  again  with  the  old  query, 
"  What  is  your  thought  like  ? "  and  goes  round  the  cir- 
cle once  more. 

Where  the  party  is  small,  he  may  ask  each  one,  two, 
or  three  times  ;  but  when  several  are  playing,  it  is  as 
well  to  go  round  but  once.  B's  second  answer  is,  "Like 
Mr.  Dombey."  C  says,  "  Like  the  seams  of  a  dress " ; 
D,  "Like  a  literary  lady'';  and  E,  "Like  a  rat.''  After 
asking  all  a  third  time,  A  is  at  liberty  to  inquire,  "B, 
why  is  your  thought  like  an  umbrella?"  B.  "Because 
it  arches  overhead."  "  Why  like  Mr.  Dombey  ?  "  '''  Because 
it  has  but  one  sun  (son)."  "  C,  why  is  it  like  a  woman  ?  " 
"  Because  it  is  very  variable,  and  like  the  seams  of  a 
dress,  because  often  ^  overcast.' "  D  explains  that  his 
thought  is  like  "the  American  flag,  because  spangled 
with  stars,  and  like  a  literary  lady,  because  decidedly 
blue.'^  E  says,  "Like  Joseph's  coat,  because  it  is  of 
many  colors,  and  like  a  rat  because  spelled  with  three 
letters."  A  (reflecting).  "  If  it  is  blue,  arched,  star- 
spangled,  variable,  often  overcast,  and  has  but  one  sun, 
it  is  surely  the  ski/,  and  as  B's  answers  gave  me  my  first 
light  on  the  subject,  she  must  go  out  next." 

WHAT    DID    YOU    SEE? 

Call  on  each  child  of  the  class  in  turn  to  give  the 
name  of  something  he  has  seen.  For  example,  they  may 
name  a  tree,  a  book,  a  wagon,  a  girl.  Starting  a  second 
time,  request  each  child  to  add  a  descriptive  word  to 
the  name  he  has  already  given;  as,  a  maple  tree,  a  large 
book,  a  noisy  wagon,  a  pretty  girl.     On  the  third  round. 


SPELLING    AND    COMPOSITION  HELPS.  49 

each  pupil  is  to  tell  where  his  object  was  j  as,  a  maple 
tree  in  a  field ;.  a  large  book  on  my  desk ;  a  noisy  wagon 
in  the  country;  a  pretty  girl  in  a  carriage.  This  exer- 
cise may  be  extended  by  adding  phrases,  and  other  modi- 
fications will  suggest  themselves.  A  similar  game  we  will 
call 

WHO    AND    WHERE? 

The  teacher  calls  for  (1)  the  names  of  two  children, 
and  then  asks  (2)  "What  did  they  do?"  (3)  "Where?" 
(4)  "Why?"  (5)  "When?"  The  answers  are  written 
on  the  blackboard  as  given,  and  may  be  something  like 
this:  (1)  Kate  and  Johnnie  (2)  took  a  ride  (3)  in  the 
country  (4)  to  visit  their  aunt  (5)  last  Saturday.  After 
the  sentence  is  completed  and  read,  change  the  arrange- 
ment of  the  phrases,  calling  on  the  children  to  read  in 
the  order  5,  1,  2,  4,  3;  1,  2,  5,  3,  4;  1,  2,  3,  5,  4;  or  5,  1,  2, 
3,  4.  Write  these  sentences  under  each  other,  and  let 
th^  children  tell  which  order  they  like  best,  and  why. 
There  is  a  chance  here  for  some  useful  suggestions  on 
the  arrangement  of  sentences. 

WHAT    WOULD    YOU    LIKE    TO    BE? 

Start  an  exercise  like  this :  "  I  should  like  to  be  a 
squirrel  and  live  in  the  woods."  The  next  child  responds, 
"  I  should  not  like  to  be  a  squirrel  and  live  in  the  woods ; 
I  should  like  to  be  a  mouse  and  live  in  a  hole."  The 
third  continues,  "I  should  not  like  to  be  a  mouse  and 
live  in  a  hole  ;  I  should  like  to  be  a  horse  and  live  in  a 
stable."  The  next  pupil  proceeds,  "I  should  not  like  to 
be  a  horse  and  live  in  a  stable ;  I  should  like   to   be   9 


50  SCHOOLROOM    GAMES   AND   EXEBCISES. 

bird  and  live  in  a  nest."  When  this  has  been  exhausted, 
the  striking  characteristics  of  any  animal  may  be  taken, 
thus :  "  I  should  not  like  to  be  a  squirrel  and  have  a 
bushy  tail ;  I  should  like  to  be  a  horse  and  have  a  long 
mane.''  "I  should  not  like  to  be  a  horse  with  a  long 
mane  j  I  should  like  to  be  a  lamb  with  a  coat  of  wool." 
"  I  should  not  like  to  be  a  lamb  with  a  coat  of  wool ;  I 
should  like  to  be  a  cow  with  horns."  Again  vary  the 
exercise  to  bring  out  other  facts :  "  I  should  like  to  be 
a  squirrel  and  eat  nuts."  ^^I  should  not  like  to  be  a 
squirrel  and  eat  nuts ;  I  would  rather  be  a  mouse  and 
nibble  cheese."  "I  should  not  like  to  be  a  mouse  and 
nibble  cheese;  I  should  like  to  be  a  cat  and  drink  milk 
and  catch  rats."  With  a  bright  class  you  may  attempt 
longer  statements :  "  I  should  like  to  be  a  squirrel  with  a 
bushy  tail  and  live  in  the  woods  and  eat  nuts."  "I 
should  not  like  to  be  a  squirrel,  etc. ;  I  should  like  to 
be  a  sheep  with  a  fleece  of  wool  out  in  the  pasture." 

FOLLOW    YOUR    LEADER. 

In  this  game  each  one  of  the  company  in  turn  must 
repeat  the  exact  words  of  the  leader.  He  begins  with 
the  words,  "A  good  fat  hen."  After  this  has  been  quickly 
repeated  by  each  one  of  the  circle,  the  first  player  starts 
off  again  with  "  Two  ducks  and  a  good  fat  hen."  The 
third  round  becomes  "Three  screaming  wild  geese,  two 
ducks,  and  a  good  fat  hen,"  and  so  on,  the  leader  pre- 
fixing a  new  clause  at  each  round.  At  the  twelfth  cir- 
cuit he  will  reach  the  following  formula: 

"Twelve  Corinthian  catamounts  cautiously  careering  over  Co- 
rinthian columns;  eleven  flat-bottomed  fly-boats  floating  from  Mad 
agascar  to  Prunello;   ten  aspiring  allopathic  Abyssinian  acrobats  i 


SPELLING   AND    COMPOSITION  BELPS.  51 

nine  cages  of  Heliogabalus  paroquets ;  eight  sympathetic,  didactic 
propositions;  seven  hundred  Macedonian  horsemen,  drawn  up  in 
rank  and  file  for  battle;  six  pairs  of  Don  Alphonso's  tweezers;  five 
hundred  Limerick  oysters ;  four  plump  partridges ;  three  screaming 
wild  geese;  two  ducks,  and  a  good  fat  hen." 

ACROSTICS    AND    ENIGMAS. 

For  an  occasional  exercise  let  your  pupils  construct 
an  acrostic  or  an  enigma.  If  neatly  written  out  it  may 
sometimes  take  the  place  of  a  composition,  as  it  will 
give  practice  in  spelling,  defining,  punctuation,  etc.  Have 
them  brought  to  the  class  and  exchanged,  to  be  solved 
and  corrected  and  afterward  handed  to  the  teacher.  In 
constructing  an  enigma,  be  sure  that  every  letter  of  the 
subject  is  accounted  for,  and  let  the  catchwords  be  nouns 
as  far  as  possible.  In  forming  acrostics,  select  the  foun- 
dation words  first.  Try  this  in  the  class.  Call  upon 
one  scholar  for  the  name  of  some  person  or  place,  and 
ask  another  for  a  word  containing  an  equal  number  of 
letters.  Write  these  words  vertically  on  the  board  in 
parallel  columns,  thus  giving  the  initials  and  final  letters 
of  names  to  be  suggested.  Suppose  the  names  "Spain" 
and  "Italy"  have  been  selected.  The  next  one  to  recite 
must  give  a  word  beginning  with  S  and  ending  with  I, 
and  perhaps  thinks  of  Sinai.  The  next  names  Penobscot, 
while  Alaska,  Israel,  and  Nancy  fill  out  the  list.  As 
given  for  solution,  this  acrostic  would  read: 

A  mountain  of  Arabia. 

A  river  in  Maine. 

A  territory  of  the  United  States. 

A  tribe  of  the  Jews. 

A  city  of  Erance. 

The   initials  and  finals  name  two  countries  of  Europe. 


52 


SCHOOLllOOM    GAMES    AND    EXERCISES. 


WORD -SQUARES    AND    DIAMOND    PUZZLES. 

Word-squares  are  arranged  to  read  liorizontally  and 
vertically  tlie  same.  Sometimes  double-letter  squares  are 
tried. 


H 

A 

N 

D 

A 

K 

E 

A 

N 

E 

A 

R 

D 

A 

R 

T 

EL 

OR 

IN 

OR 

10 

LE 

IN 

LE 

TS 

To  form  a  diamond  puzzle,  select  a  word  for  the  diag- 
onals,  and  arrange  other  words  to  complete  the  figure, 
either  to  read  simply  across,  or,  what  is  much  better,  to 
read  down  and  across. 


R 

R 

SET 

HER 

SAGES 

HAGUE 

REGULAR 

REGULAR 

SALES 

RULER 

SAT 

EAR 

R 

R 

Write  on  the  blackboard  the  definitions  of  the  words 
you  have  selected,  and  let  the  children  fill  out  the  figures 
from  them. 

PROOF-READING. 

Proof-reading  requires  a  quick  eye  and  a  ready  mind. 
The  following  suggestions  show  some  of  the  ways  in  which 
proof-sheets  may  be  used: 

The  teacher  should  obtain  from  a  printing  or  newspaper  office 
in  town  a  good  number  of  '  proofs '  as  they  appear  before  corrections 


SPELLING    AND    COMPOSITION   HELPS.  53 


have  been  made.  A  number  of  the  same  '  galley '  or  subject  for  class 
use,  and  also  a  variety  for  the  whole  school,  should  be  obtamed.  Any 
office  will  willingly  furnish  them  free,  or  for  a  small  compensation. 
The  following  suggestions  as  to  the  uses  which  can  be  made  of 
these  proofs  are  given :  First.  The  different  kinds  and  sizes  of  type. 
What  is  the  name  of  the  type  used  in  this  proof?  Other  names 
of  type '?  How  is  type  made  ?  Kind  of  metal  ?  etc.  Second.  Method 
of  taking  proofs  or  printed  impressions  from  the  type.  For  this 
purpose  a  '  galley '  could  be  brought  into  the  schoolroom,  and  proofs 
taken  by  the  teacher,  or  a  printer.  Third.  The  examination  of  the 
proof  for  any  typographical  or  other  errors  which  appear.  This 
should  call  forth  the  closest  scrutiny,  and  lead  to  a  habit  of  observa- 
tion of  minute  mistakes  and  differences.  Where  the  same  proof  is 
used,  the  whole  school  should  be  allowed  to  detect  errors.  These 
would  naturally  include  orthography  (mistakes  in  spelling),  use  of 
capitals,  punctuation,  etc.  The  grammar  and  reading  classes  could 
often  use  uniform  proofs  with  great  profit,  and  teachers  can  sup- 
plement this  exercise  with  much  practical  knowledge  and  instruc- 
tion. 


GEM    LEARNING-. 

Wise  selections  will  do  a  great  deal  by  directly  incul- 
cating lessons  of  honesty,  patriotism,  temperance,  and  gen- 
eral virtue ;  and  indirectly,  by  creating  a  taste  for  the  liigiier 
kind  of  reading,  will  lead  the  pupils  to  better  thinking  and 
acting.  An  hour  for  this  kind  of  work  may  be  improved 
in  various  ways.  Let  the  teacher  make  selections  on  some 
subject,  and  require  the  whole  class  to  commit  them  to 
memory,  or  ask  the  pupils  to  select  and  learn  extracts 
on  a  given  topic.  Again,  request  each  one  to  bring  som.: 
quotation  which  he  thinks  particularly  beautiful  or  sug- 
gestive, naming  the  author,  or  the  selections  may  all  be 
chosen  from  one  writer.  Repeating  quotations  may  be 
made  a  regular  part  of  the  opening  school  exercises.    Even 


54  SCHOOLROOM    GAMES   AND   BXERCISJES. 

when  there  is  no  drill  of  this  kind,  all  pupils  will  have 
bits  of  verse,  striking  sayings,  old  proverbs,  etc.,  learned 
by  heart,  unconsciously  perhaps.  Try  this :  let  the  pupils 
stand  in  line.  Call  on  the  first  one  for  a  quotation,  and  as 
soon  as  he  has  given  it  count  ten  slowly,  giving  the  next 
one  a  chance  to  call  something  to  mind.  If  he  answers 
on  time,  count  ten  again,  when  the  next  in  turn  must  be 
ready  with  his  selection.  In  like  manner  call  on  all  the 
class.  If  any  fail  to  respond  promptly,  let  them  be  seated, 
as  in  spelling  down. 


TEACHING    THE    NEWS    OP    THE    DAY. 

Try  this  plan  of  discussing  the  news  of  the  day  with 
the  pupils  the  first-half  hour  of  the  morning :  The  words 
^'  The  ]^ews ''  may  be  drawn  on  the  blackboard  in  large 
letters,  and,  immediately  below,  the  head-lines  similar  to 
those  employed  by  daily  papers  in  giving  the  points  of 
the  most  important  news ;  then  let  each  head-line  be  taken 
up  by  the  school,  and  a  general  interchange  of  views  take 
place  between  the  teacher  and  pupils.  An  editor  may  be 
selected  by  the  school  every  month,  whose  duty  it  is  to 
examine  the  papers,  and  to  write  down  on  the  blackboard, 
before  school  hours,  the  points  for  discussion,  and  if  the 
editor  exhibits  capacity  for  the  work  intrusted  to  him  he 
will  be  often  re-elected  to  his  high  position.  Of  course 
the  discussion  does  not  take  in  news  of  every  description, 
but  only  of  the  most  interesting  character.  It  includes 
the  proceedings  of  Congress,  foreign  news,  local  news,  etc. 

This  exercise  will  be  regarded  as  part  of  the  school 
work,  and  entered  into  by  every  pupil  with  the  greatest 


SPELLING   AND    COMPOSITION  HELPS.  65 

possible  interest ;  many  of  tliem  will  purchase  a  paper 
every  morning  and  study  its  entire  contents,  just  as  they 
do  a  grammar,  a  geography,  or  an  arithmetic.  By  this 
means  every  scholar  learns  the  important  news  of  the 
day,  and  is  enabled  to  understand  the  various  great  ques- 
tions which  occupy  the  public  mind. 

SCHOOL    POST-OFFICES. 

There  is  too  much  careless  letter-writing.  Pupils  need 
especial  drill  in  this  branch  of  composition,  but  writing 
letters  to  imaginary  persons  for  composition  practice  is 
a  spiritless  exercise.  A  carefully  supervised  system  of 
correspondence  between  the  pupils  of  a  school  would  be 
more  useful  because  more  real  and  more  enjoyable. 
Different  plans  may  be  tried.  For  instance,  assign  cities 
in  different  parts  of  the  world  to  pupils,  and  let  their 
letters  to  each  other  be  descriptive  of  the  people,  scenery, 
objects  of  interest,  etc.,  of  the  places  from  which  they " 
are  supposed  to  write.  A  school  post-office  may  be  car- 
ried on  under  rules  similar  to  the  following: 

1.  Mail  distributed  each  morning. 

2.  Each  letter  written  by  one  scholar  to  another  must  contain  a 
question  pertaining  to  some  subject  presented  in  some  text-book  used 
in  the  school. 

3.  The  scholar  receiving  the  letter  must  answer  within  one  week 
from  the  time  when  received,  and  also  state  in  his  letter  the  number 
of  mistakes  found  in  the  letter  received. 

4.  Letters  must  contain  no  matter  not  pertaining  to  the  school. 

5.  If  scholars  receive  letters  which  they  cannot  answer,  they  may 
write  and  ask  the  teacher  to  assist  them. 

6.  All  v^rritten  exercises  given  out  in  the  classes  must  be  directed 
to  "  The  Teacher,"  and  put  in  the  office. 


56  SCHOOLROOM    GAMES   AND   EXERCISES. 

7.  The  postmaster  will  inform  the  school  secretary  of  the  number 
of  letters  distributed  each  morning,  who  will  make  a  record  of  it  in 
the  school  journal. 

8.  The  teacher  will  claim  the  privilege  of  inspecting  the  letters  at 
any  time  before  distributing. 

9.  Each  morning  the  postmaster  will  collect  the  letters  distributed 
the  day  before,  and  pass  them  to  the  teacher,  who  will  correct  and 
return  them  the  next  day. 

10.  The  school  secretary  will  make  a  record  of  the  letters  free 
from  errors,  and  also  state  by  whom  written. 

11.  Letters  must  be  neatly  written  and  properly  directed. 

12.  The  teacher  would  be  pleased  to  correspond  with  any  scholars 
upon  any  subject  pertaining  to  their  lessons  or  to  the  school. 


SPELLING    AND    PRONUNCIATION    TESTS. 

The  most  skilful  ganger  I  ever  knew  was  a  maligned  cobbler,  armed 
with  a  poniard,  who  drove  a  pedler's  wagon,  using  a  mullein-stock 
as  an  instrument  of  coercion,  to  tyrannize  over  his  pony  shod  with 
calks.  He  was  a  Galilean  Sadducee,  and  had  a  phthisicky  catarrh, 
diphtheria,  and  the  bilious  intermittent  erysipelas.  A  certain  sibyl, 
with  the  sobriquet  of  "  Gypsy,"  went  into  ecstasies  of  cachinnation  at 
seeing  him  measure  a  bushel  of  peas,  and  separate  saccharine  tomatoes 
from  a  heap  of  peeled  potatoes  without  dyeing  or  singeing  the  ignitible 
queue  which  he  wore,  or  becoming  paralyzed  with  a  hemorrhage. 
Lifting  her  eyes  to  the  ceiling  of  the  cupola  of  the  capitol  to  conceal 
her  unparalleled  embarrassment,  making  a  rough  courtesy,  and  not 
harassing  him  with  mystifying,  rarefying,  and  stupefying  innuendoes, 
she  gave  him  a  bouquet  of  lilies,  mignonette,  and  fuchsias,  a  treatise  on 
mnemonics,  a  copy  of  the  apocrypha  in  hieroglyphics,  daguerreotypes 
of  Mendelssohn  and  Kosciusko,  a  kaleidoscope,  a  drachm-phial  of 
ipecacuanha,  a  teaspoonful  of  naphtha  for  deleble  purposes,  a  ferule,  a 
clarionet,  some  licorice,  a  surcingle,  a  carnelian  of  symmetrical  propor- 
tions, a  chronometer  with  movable  balance-wheel,  a  box  of  dominos, 
and  a  catechism.  The  ganger,  who  was  also  a  trafficking  rectifier, 
and  a  parishioner  of  mine,  preferring  a  woollen  surtout  (his  choice 
was  referable  to  a  vacillating,    occasionally-recurring  idiosyncrasy), 


SPELLING    AND    COMPOSITION  HELPS.  57 

wofully  uttered  this  apothegm,  "  Life  is  checkered ;  but  schism,  apos- 
tasy, heresy,  and  villainy  shall  be  punished."  The  sibyl  apologizingly 
answered :  "  There  is  ratably  an  allegeable  difference  between  a  con- 
ferrable  ellipsis  and  a  trisyllable  diaeresis."  We  replied  in  trochees, 
not  impugning  her  suspicion. 

One  enervating  morning,  just  after  the  rise  of  the  sun,  a  youth  bear- 
ing the  cognomen  of  Galileo  glided  into  his  gondola  over  the  legen- 
dary waters  of  the  lethean  Thames.  He  was  accompanied  by  his  allies 
and  coadjutors,  the  dolorous  Pepys  and  the  erudite  Cholmondeley,  the 
most  combative  aristocrat  extant,  and  an  epicurean  who,  for  learned 
vagaries  and  revolting  discrepancies  of  character,  would  take  prece- 
dence of  the  most  erudite  of  all  areopagite  literati. 

These  sacrilegious  dramatis  personam  were  discussing  in  detail  a  sug- 
gestive and  exhaustive  address,  delivered  from  the  proscenium-box 
of  the  Calisthenic  Lyceum  by  a  notable  financier  on  obligatory  hydro- 
pathy, as  accessory  to  the  irrevocable  and  irreparable  doctrine  of  evo- 
lution, which  had  been  vehemently  panegyrized  by  a  splenetic  professor 
of  acoustics,  and  simultaneously  denounced  by  a  complaisant  oppo- 
nent as  an  undemonstrated  romance  of  the  last  decade,  amenable  to  no 
reasoning,  however  allopathic,  outside  of  its  own  lamentable  environs. 

These  peremptory  tripartite  brethren  arrived  at  Greenwich,  wishing 
to  aggrandize  themselves  by  indulging  in  exemplary  relaxation,  indica- 
tory of  implacable  detestation  of  integral  tergiversation  and  exotic 
intrigue.  They  fraternized  with  a  phrenological  harlequin  who  was 
a  connoisseur  in  mezzotinto  and  falconry.  This  piquant  person  was 
heaping  contumely  and  scathing  raillery  on  an  amateur  in  jugular  reci- 
tative, who  held  that  the  Pharaohs  of  Asia  were  exorcists  of  bronchitis. 

Meanwhile  the  leisurely  Augustine,  of  Cockburn,  drank  from  a 
tortoise-shell  wassail-cup  to  the  health  of  an  apotheosized  recusant, 
who  was  his  supererogatory  patron,  and  an  assistant  recognizance  in 
the  immobile  nomenclature,  interstitial  molecular  phonics.  The  con- 
tents of  the  vase  proving  soporific,  a  stolid  plebeian  took  from  its  cere- 
ments a  heraldic  violoncello,  and,  assisted  by  a  plethoric  diocesan  from 
Pall  Mall  who  performed  on  a  sonorous  pianoforte,  proceeded  to  wake 
the  clangorous  echoes  of  the  empyrean.  They  bade  the  prolix  Cau- 
casian gentlemen  not  to  misconstrue  their  inexorable  demands,  while 
they  dined  on  acclimated  anchovies  and  apricot  truffles,  and  had  for 
dessert  a  wiseacre's  pharmacopoeia.    Thus  the  truculent  Pythagoreans 


58  SCHOOLROOM    GAMES    AND    EXERCISES. 

had  a  novel  repast  fit  for  the  gods.  On  the  subsidence  of  the  feast 
they  alternated  between  soft  languors  and  Isolated  scenes  of  squalor 
which  follows  a  mechanist's  reconnoissance  of  the  imagery  of  Uranus, 
the  legend  of  whose  incognito  related  to  a  poniard  wound  in  the  abdo- 
men received  while  cutting  a  swath  in  the  interests  of  telegraphy  and 
posthumous  photography.  Meantime  an  unctuous  orthoepist  applied 
a  homoeopathic  restorative  to  the  retina  of  an  objurgatory  spaniel 
(named  Daniel)  and  tried  to  perfect  the  construction  of  a  behemoth 
which  had  got  mired  in  pygmean  slough,  while  listening  to  the  elegiac 
soughing  of  the  prehistoric  wind. 

There  are  225  words  liere  which  are  frequently  mispro- 
nounced, as  shown  in  De  Graff's  Pronouncing  Book:  — 

Geoffrey,  surnamed  Winthrop,  sat  in  the  depot  at  Chicago,  waiting 
for  his  train  and  reading  the  "  Tribune,"  when  a  squadron  of  street 
arabs  (incomparable  for  squalor)  thronged  from  a  neighboring  alley, 
uttering  hideous  cries,  accompanied  by  inimitable  gestures  of  heinous 
exultation,  as  they  tortured  a  humble  black-and-tan  dog. 

"You  little  blackguards!"  cried  Winthrop,  stepping  outside  and 
confronting  them,  and  adding  the  inquiry,  "  Whose  dog  is  that  ? " 

"That  audacious  Caucasian  has  the  bravado  to  interfere  with  our 
clique,"  tauntingly  shrieked  the  indisputable  little  ruffian,  exhibiting 
combativeness. 

"  What  will  you  take  for  him  ?  "  asked  the  lenient  Geoffrey,  ignoring 
the  venal  tirade. 

"  Twenty-seven  cents,"  piquantly  answered  the  ribald  urchin,  grab- 
bing the  crouching  dog  by  the  nape. 

"  You  can  buy  licorice  and  share  with  the  indecorous  coadjutors  of 
your  condemnable  cruelty,"  said  Winthrop,  paying  the  price  and  tak- 
ing the  dog  from  the  child.  Then  catching  up  his  valise  and  umbrella 
he  hastened  to  his  train.  Winthrop  satisfied  himself  that  his  sleek 
protege'  was  not  wounded,  and  then  cleaned  the  cement  from  the 
pretty  collar,  and  read  these  words : 

"Leicester.    Licensed,  No.  1880," 

Hearing  the  pronunciation  of  his  name,  the  docile  canine  expressed 
gratitude  and  pleasure,  and  then  sank  exhausted  at  his  new  patron's 
feet  and  slept. 

Among  the  other  passengers  was  a  magazine  contributor,  writing 


SPELLING   AND    COMPOSITION  HELPS.  59 

vagaries  of  Indian  literature  ;  also  two  physicians,  a  sombre,  irrevoca- 
ble, irrefragable  allopathist,  and  a  genial  homoeopatliist,  who  made  a 
specialty  of  bronchitis.  Two  peremptory  attorneys  from  the  legisla- 
ture of  Iowa  were  discussing  the  politics  of  the  epoch  and  the  details 
of  national  finance,  while  a  wan,  dolorous  person,  wearing  concave 
glasses,  alternately  ate  troches  and  almonds  for  a  sedative,  and  sought 
condolence  in  a  high  lamentable  treble  from  a  lethargic  and  somewhat 
deaf  and  enervated  comrade  not  yet  acclimated.  Near  three  exemp- 
lary brethren  (probably  sinecurists).sat  a  group  of  humorous  youths; 
and  a  jocose  sailor  (lately  from  Asia)  in  a  blouse  waist  and  tarpaulin 
hat  was  amusing  his  patriotic  juvenile  listeners  by  relating  a  series 
of  the  most  extraordinary  legends  extant,  suggested  by  the  contents 
of  the  knapsack,  which  he  was  calmly  and  leisurely  arranging  in  a 
pyramidal  form  on  a  three-legged  stool.  Above  swung  figured  pla- 
cards, with  museum  and  lyceum  advertisements,  too  verbose  to  be 
misconstrued. 

A  mature  matron  of  medium  height  and  her  comely  daughter  soon 
entered  the  car,  and  took  seats  in  front  of  Winthrop  (Who  recalled 
having  seen  them  one  Tuesday  in  February,  in  the  parquet  of  a 
theatre).  The  young  lady  had  recently  made  her  debut  into  society 
at  a  musical  soiree  at  her  aunt's.  She  had  an  exquisite  bouquet  of 
flowers  that  exhaled  sweet  perfume.  She  said  to  her  parent,  "  Mamma, 
shall  we  ever  find  my  lost  Leicester  V 
Geoffrey  immediately  addressed  her,  saying  as  he  presented  his  card : 
"  Pardon  my  apparent  intrusiveness ;  but  have  you  lost  a  pet  dog  1 " 
The  explanation  that  he  had  been  stolen  was  scarcely  necessary,  for 
Leicester,  just  awakening,  vehemently  expressed  his  inexplicable  joy 
by  buoyantly  vibrating  between  the  two  like  the  sounding-lever  used 
in  telegraphy  (for  to  neither  of  them  would  he  show  partiality),  till 
succumbing  to  ennui,  he  purported  to  take  a  recess,  and  sat  on  his 
haunches,  complaisantly  contemplating  his  friends.  It  was  truly  an 
interesting  picture. 

They  reached  their  destination  ere  the  sun  was  beneath  the  horizon. 
Often  during  the  summer  Winthrop  gallantly  rowed  from  the  quay 
with  the  naive  and  blithe  Beatrice  in  her  jaunty  yachting-suit,  but 
no  coquetry  shone  from  the  depths  of  her  azure  eyes.  Little  Less, 
their  confidant  and  courier  (and  who  was  as  sagacious  as  a  spaniel), 
always  attended  them  on  these  occasions,  and  whenever  they  rambled 


60  SCHOOLROOM    GAMES    AND   EXERCISES. 

through  the  woodland  paths,  or  while  amid  strains  from  Beethoven, 
Mendelssohn,  Bach,  and  others,  they  promenaded  the  long  corridors 
of  the  hotel.  And  one  evening,  as  Beatrice  lighted  the  gas  by  the 
etagere  in  her  charming  boudoir  in  their  suite  of  rooms,  there  glistened 
brilliantly  a  valuable  solitaire  diamond  on  her  finger. 

Let  us  look  into  the  future  for  the  sequel  to  perfect  this  romance, 
and  around  a  cheerful  hearth  we  see  again  Geoffrey  and  Beatrice,  who 
are  paying  due  homage  to  their  tiny  friend  Leicester. 

SOUND    VS.    SENSE. 

Let  the  following  exercises  be  written  out,  spelling  the 
words  so  as  to  make  correct  sentences : 

"  A  rite  suite  little  buoy,  the  sun  of  a  grate  kernel,  with  a  rough 
about  his  neck,  flue  up  the  rode  as  quick  as  eh  dear.  After  a  thyme 
he  stopped  at  a  gnu  house  and  wrung  the  belle.  His  tow  hurt  hymn, 
and  he  kneaded  vn-est.  He  was  two  tired  two  raze  his  poor  pail  face. 
A  feint  mown  of  pane  rows  from  his  lips.  The  made  who  herd  the 
belle  was  about  to  pair  a  pare,  but  she  through  it  down  and  ran  with 
awl  her  mite,  four  fear  her  guessed  wood  knot  weight.  But  when  she 
saw  the  little  won  tiers  stood  inn  her  eyes  at  the  site.  "Ewe  poor 
deer !  Why  due  you  lye  hear  '^  Are  yew  dyeing  ? "  "  Know,"  he  said, 
"I  am  feint  two  the  corps."  She  boar  hymn  inn  her  alms,  as  she 
aught,  too  a  room  where  he  must  be  quiet,  gave  him  bred  and  meet, 
held  cent  under  his  knows,  tide  his  choler,  rapped  hymn  warmly,  gave 
hymn  sum  suite  drachm  from  a  viol,  till  at  last  he  went  forth  as  hail 
as  a  young  horse.  His  ayes  shown,  his  cheek  was  as  red  as  a  flour, 
and  he  gambled  a  hole  our." 

TO    MISS    KATHARINE    JAY. 

An  S  a  now  I  mean  2  write 

2  U  sweet  K  T  J, 
The  girl  without  a  ll. 

The  belle  of  U  T  K. 
I  1  der  if  U  got  the  1 

I  wrote  2  U  B  4 


SPELLING    AND    COMPOSITION   HELPS.  61 

I  sailed  in  the  R  K  D  A, 

And  sent  by  L  N  Moore. 
My  M  T  head  will  scarce  contain 

1  calm  IDA  bright, 

But  A  T  miles  from  U  I  must 

M  -— ^^  this  chance  2  write. 
And  1st  should  N  E  N  V  U, 

B  E  Z,  mind  it  not; 
Should  N  E  friendship  show,  B  true, 

They  should  not  B  forgot. 
But  friends  and  foes  alike  D  K, 

As  you  may  plainly  C 
In  every  funeral  R  A 

Or  uncle's  LEG. 
From  virtue  never  D  V  8; 

Her  influence  B  9 
Alike  induces  10  derness 

Or  40  tude  divine. 
And  if  you  cannot  cut  a 

Or  cause  an  ! 
I  hope  Ull  put  . 

2  1  ? 

R  U  for  annexation  2 

My  cousin?  Heart  and  ^^^^ 
He  offers  in  a  If, 

A  §  2  of  land. 
He  says  he  loves  U  2  X  S ; 

You're  virtuous  &  Y's; 
In  X  L  N  C  U  X  L 

All  others  in  his  I's. 
This  S  A  until  U  I  C 

I  pray  U  2  X  Q's, 
And  do  not  burn  in  F  I  G 

My  young  and  wayward  muse. 
Now  fare  U  well,  dear  K  T  J, 

I  trust  that  U  R  true, 
When  this  U  C,  then  U  can  say, 

An  S  A  I  0  U. 


62  SCHOOLROOM    GAMES    AND   EXERCISES. 


SUGGESTIVE    QUESTIONS. 

The  questions  given  below  are  selected  from  a  list  pre- 
pared by  the  teachers  and  pupils  of  Cambridge,  Mass. 
They  will  give  pupils  something  to  think  about  and  in- 
vestigate, and  furnish  subjects  for  interesting  talks  by 
the  teacher. 

What  are  newspapers  for? 

What  are  the  uses  of  water? 

How  many  toes  has  a  hen  on  one  foot? 

Why  cannot  a  hen  swim  as  well  as  a  duck  or  a  swan? 

Why  does  it  take  eight  shoes  to  shoe  an  ox? 

Where  does  the  rain  come  from,  and  where  does  it  go? 

What  can  you  tell  me  about  the  clock? 

What  would  you  probably  see  in  a  farm-yard? 

What  numbers  could  you  write  with  the  figures  1,  3,  5? 

How  should  children  always  treat  old  persons? 

Of  what  use  are  our  thumbs? 

Name  some  articles  made  of  iron ;  of  wood ;  of  tin. 

Tell  me  all  you  know  about  hay;  corn;  flour. 

What  are  some  of  the  things  you  can  do  with  snow? 

Of  what  use  is  a  thermometer?  a  weather-vane? 

What  places  have  you  visited  in  any  city? 

What  is  an  apothecary-shop?  a  retail  store? 

Name  the  different  kinds  of  fruit-trees  you  have  seen. 

In  what  position  should  you  stand  when  reciting? 

What  must  you  do  in  order  to  become  good  scholars? 

Of  what  are  baskets  made?  boxes?   bags? 

Tell  me  something  the  horse  can  do ;  the  dog. 

Mention  some  things  formed  from  water. 

Name  some  articles  of  food ;  of  dress. 

What  did  you  see  on  your  way  to  school? 

Wliat  are  domestic  animals  ?    Name  some  of  them. 

Where  and  how  is  coal  obtained  ?  wood  ?  oil  ? 

Why  do  we  not  see  the  stars  in  the  daytime? 


SPELLING    AND    COMPOSITION  HELPS.  63 

Where  does  tea  come  from'?  sugar?  rice?  raisins'? 

What  is  the  difference  between  a  village  and  a  city? 

Name  the  different  modes  of  travelling. 

Where  do  the  different  kinds  of  fruit  we  eat  grow'? 

Name  the  different  animals  that  you  have  seen. 

What  would  you  find  at  the  seashore'? 

What  kind  of  vegetables  do  you  know  about? 


SOUNDS. 

Write  any  letter  or  letters,  as  ch,  and  ask  the  children 
to  give  the  sound.  Call  for  words  with  that  sound,  form- 
ing a  list.  Let  these  be  pronounced  in  concert.  They  may 
be  used  as  a  spelling  lesson,  or  formed  in  sentences  to 
show  their  meaning. 


EXERCISES    IN    ARTICULATION. 

Crazy  Cray  croft  caught  a  crate  of  crickled  crabs! 

A  crate  of  crickled  crabs  Crazy  Cray  croft  caught; 
If  Crazy  Craycroft  caught  a  crate  of  crickled  crabs, 

Where's  the  crate  of  crickled  crabs  Crazy  Craycroft  caught  1 

Peter  Piper  picked  a  peck  of  pickled  peppers. 

A  peck  of  pickled  peppers  Peter  Piper  picked; 
If  Peter  Piper  picked  a  peck  of  pickled  peppers, 

Where  is  the  peck  of  pickled  peppers  Peter  Piper  picked? 

When  a  twister  twisting  would  twist  him  a  twist, 
For  twisting  a  twist  three  twines  he  will  twist; 

But  if  one  of  the  twists  untwists  from  the  twist, 
The  twist  untwisting  untwists  the  twist. 

Robert  Rowley  rolled  a  round  roll  round. 

Shoes  and  socks  shock  Susan. 


For  the  Arithmetic  Class. 


THE    NUMBER    NINE, 

The  sum  of  the  component  figures  of  any  multiple  of  9 
is  9  or  a  multiple  of  9. 

The  sum  of  the  nine  digits  amounts  to  45,  or  five  nines, 
and  the  sum  of  these  figures,  4  +  5  =  9. 

If  two  lines,  formed  of  the  nine  digits  in  reversed  order, 
be  added  together,  we  have  a  curious  result. 

123456789 
987654321 


1111111110 


The  sum  of  the  figures  forming  the  answer  is  again  nine. 

If  the  nine  digits  arranged  from  1  to  9  be  subtracted 
from  the  same  figures  arranged  from  9  to  1,  the  remain- 
der will  contain  all  the  digits. 

Arrange  the  digits  in  regular  order  from  1  to  9,  omitting 
the  8.  If  we  multiply  this  number  by  9  we  have  9  ones  in 
the  product,  if  by  2  nines,  or  18,  we  have  nine  2's,  and 
so  on  until  multiplying  by  nine  nines,  or  81,  we  have  a  pro- 
duct containing  nine  9's. 

The  remainder  obtained  by  subtracting  the  sum  of  the 
digits  of  a  number  from  the  number  itself  is  nine  (9),  or 
some  multiple  thereof. 

64 


FOR    THE   ARITHMETIC    CLASS.  65 

Ask  a  pupil  to  write  any  number  of  more  than  one  figure, 
subtract  the  sum  of  the  figures  from  the  number,  and  tell 
you  all  the  figures  but  one  in  the  answer.  On  the  above 
principle  you  can  tell  him  the  remaining  figure,  unless  it 
be  0  or  9. 

Let  a  pupil  take  any  line  of  figures,  and  arrange  it  in 
reverse  order ;  subtract  the  smaller  number  from  the  larger, 
strike  out  any  figure  of  the  result,  and  give  you  the  remain- 
ing figures.  Tell  which  figure  (unless  it  be  0  or  9)  has 
been  omitted  by  dividing  the  sum  of  these  figures  by  nine, 
and  subtracting  the  remainder  from  9;  as, 

5  6  4  1 
14  6  5 


4  17  6 
Omitting  7,4+l+6=ll-f-9=l,2  remainder.    9-2  =  7. 

A    CURIOSITY    OF    NUMBERS. 

The  multiplication  of  987,654,321  by  45  gives  44,444,- 
444,445.  Reversing  the  order  of  the  digits,  and  multiply- 
ing 123,456,789  by  45  we  get  the  result  equally  curious, 
5,555,555,505.  If  we  take  123,456,789  as  the  multiplicand, 
and,  interchanging  the  figures  of  45,  take  54  as  the  multi- 
plier, we  obtain  another  remarkable  product,  6,666,666,606. 
Returning  to  the  multiplicand  first  used,  987,654,321,  and 
taking  54  as  the  multiplier  again,  we  get  53,333,333,334,  — 
all  threes  except  the  first  and  last  figures,  which  read  to- 
gether 54,  the  multiplier.  Taking  the  same  multiplicand 
and  using  27,  the  half  of  54,  as  the  multiplier,  we  get  a 
product  of  26,666,666,667,  —  all  sixes  except  the  first  and 
last  figures,  which  read  together  27,  the  multiplier.  Next 
interchanging  the  figures  in  the  number  27,  and  using  72 


66  SCHOOLROOM    GAMES   AND   EXERCISES. 

as  the  multiplier  with  987,654^321  as  the  multiplicand,  we 
obtain  a  product  of  71,111,111,112,  —  all  ones  except  the 
first  and  last  figures,  which  read  together  give  72,  the  mul- 
tiplier. Equally  curious  results  may  be  obtained  by  multi- 
plying these  digits,  written  either  way,  by  9  or  the  figures 
composing  the  multiples  of  9  variously  interchanged. 

CASTING    OUT    NINES. 

The  curious  properties  of  the  number  9  afford  a  means 
of  proving  examples  in  the  four  primary  rules  of  arith- 
metic. 

If  any  number  be  divided  by  9,  the  remainder  will 
be  the  same  as  that  obtained  by  dividing  the  sum  of  its 
digits  by  9.  Hence  we  deduce  this  rule  for  proving  addition : 
Take  the  sum  of  the  digits  in  each  number  to  be  added,  and 
having  divided  each  sum  by  9,  set  down  the  remainders  in 
a  column  at  the  right.  Take  the  sum  of  these  remainders 
and  divide  it  by  9,  setting  the  remainder  beneath.  If  this 
remainder  is  the  same  as  that  found  by  dividing  the  sum  of 
the  digits  in  the  sum  total  by  9,  the  work  is  correct. 


3514 
6782 
2531 


12827 


2 


The  sum  of  the  digits  in  the  first  number  is  13,  and  the 
remainder  found  by  dividing  by  9  is  4.  In  the  second  num- 
ber the  sum  of  the  digits  is  23,  and  the  remainder  5 ;  in  the 
third  the  sum  is  11,  and  the  remainder  2.  The  sum  of  these  . 
remainders  is  11,  which  being  divided  by  9  leaves  the  re- 
mainder 2.  This  is  also  the  remainder  obtained  by  divid- 
ing 20,  the  sum  of  the  digits  in  the  sum  total,  by  9. 


FOE    THE   ARITHMETIC    CLASS. 


67 


If  any  number  be  divided  by  9,  the  remainder  is  called 
the  excess  of  9's.     We  use  this  term  in  the  following  rules. 

In  subtraction,  the  minuend  corresponds  to  the  sum  in 
addition,  and  is  simply  treated  as  such  in  the  proof.  Find 
the  excess  of  9's  in  the  subtrahend  and  in  the  remainder, 
and  take  their  sum,  from  which  cast  out  the  9's,  and  find 
the  remainder.  Find  the  excess  of  9's  in  the  minuend, 
and  if  these  results  are  equal  the  work  is  right,  unless 
mistakes  have  been  made  which  counterbalance  each 
other. 


6412 

3587 


2825 


To  prove  multiplication,  find  the  excess  of  9's  in  both 
multiplicand  and  multiplier;  multiply  these  excesses  to- 
gether, and  cast  out  the  9's  from  the  product,  finding  the 
excess.  Find  the  excess  of  9's '  in  the  product  found. 
These  results  will  be  equal  if  the  work  is  correct. 


4326 
68 

6 
5 

3  4  6  0  8 
25956 

30 

2  9  4  16  8 

3 

To  prove  division,  cast  out  the  9's  of  the  divisor  and 
quotient,  multiply  the  excesses  together,  and  find  the  ex- 
cess of  9's  in  this  product.  This  should  equal  the  excess 
of  9's  in  the  dividend. 


68  SCHOOLROOM    GAMES   AND   EXERCISES. 

ARITHMETICAL    COMPLEMENTS. 

Give  your  pupils  examples  like  the  following : 

4931  1342 

6179  8667 

2584  5349 

8526  4650 

6370  8423 


28590  28421 

In  the  first  example  notice  that  the  sum  of  any  figure  in 
the  first  line  and  the  figure  immediately  below  it  is  ten, 
and  so  with  the  third  and  fourth  lines.  The  answer  may 
be  put  down  rapidly  by  writing  the  right-hand  figure  of 
the  fifth  line  as  it  is,  adding  2  to  each  of  the  other  figures, 
and  placing  2  on  the  left.  If  you  have  seven  lines,  add  3's 
instead  of  2's.  In  the  second  example,  the  first  and  second 
and  the  third  and  fourth  lines  add  up  to  9's.  For  the  an- 
swer, prefix  2  to  the  odd  row  of  figures  and  subtract  2  from 
it.  If  you  have  three  series  of  9's,  prefix  3  and  subtract  3. 
You  can  find  the  answer  in  a  similar  way,  using  any  num- 
ber of  complementary  numbers.  Sometimes  let  a  pupil 
write  the  alternate  numbers,  you  of  course  dictating  the 
first  and  last.  You  can  surprise  the  children  by  quick 
computations  of  this  kind,  and  give  them  a  chance  to  study 
how  you  perform  them. 

ADDING    MATCH. 

An  adding  match  may  be  carried  on  in  this  way :  After 
two  pupils  have  chosen  sides,  give  the  numbers  orally,  and 
write  them  at  ,the  same  time  on  the  blackboard,  while  each 


FOR    THE   ARITHMETIC    CLASS.  69 

pupil  writes  the  same  on  his  slate.  On  writing  the  last 
number,  give  the  signal,  when  each  pupil  adds  the  example 
and  brings  his  slate  to  a  designated  place,  where  one  is  laid 
upon  the  other  as  they  are  brought  in.  When  all  the  slates 
are  in,  turn  the  pile  over,  bringing  the  example  that  was 
added  first  to  the  top.  If  this  answer  is  correct,  mark  it  a 
hundred.  If  the  next  slate  is  correct,  mark  it  ninety-nine, 
and  the  next  one  ninety-eight,  and  so  on,  giving  each  one 
that  occupied  a  little  more  time  in  adding  one  less  for  his 
credit.  At  the  close  of  the  match,  place  in  a  list  opposite 
each  pupil's  name  the  credit  obtained  by  him  in  the  match. 
If  any  pupil  has  a  single  figure  wrong,  his  credit  is  zero. 
Each  morning  add  together  all  the  credits  obtained  by 
the  pupils  chosen  on  the  respective  sides,  and  find  the  dif- 
ference between  these  amounts,  thus  showing  how  much 
one  side  is  ahead  of  its  competitor.  Keep  these  lists  until 
the  end  of  the  week,  and  then  add  all  the  credits  obtained 
by  each  pupil.  This  amount  is  his  credit  for  the  week. 
The  difference  between  the  whole  amounts  of  each  side 
shows  how  much  one  captain's  side  has  beaten  the  other. 

DRAW    GAME. 

Write  a  variety  of  numbers  on  ordinary  wooden  tooth- 
picks. Hold  these  so  that  the  pupils  cannot  see  the  fig- 
ures, and  let  each  one  draw  eight  or  ten  of  them  and  add 
the  numbers  they  have  drawn.  These  should  be  adapted 
to  the  abilities  of  the  pupils,  and  for  the  more  advanced 
classes  fractions  and  mixed  numbers  may  be  used.  It  is 
best  to  place  the  examples  on  the  blackboard  for  the  class 
to  correct,  as  it  would  take  too  much  of  the  teacher's  time 
to  look  over  all  the  work. 


70  SCHOOLROOM    GAMES   AND   EXERCISES. 


JACK  -  STRAWS. 

The  game  of  jack-straws  may  be  played  with  wooden 
tooth-picks.  Write  on  them  suitable  numbers  for  addition, 
and,  holding  them  a  little  above  a  table,  let  them  fall  in  a 
confused  heap.  Each  player  is  provided  with  a  small  wire 
hook  with  which  he  may  draw  as  many  as  he  can  without 
disturbing  the  others.  Each  one's  score  is  found  by  adding 
the  numbers  he  has  drawn.  Teachers  may  suggest  this  for 
a  home  game,  if  they  find  no  other  use  for  it. 


COUNTINa. 

Eead  aloud  to  your  pupils,  and  require  them  to  make  a 
mark  for  each  word,  and  then  to  count  them.  It  will  re- 
quire close  attention  to  give  an  accurate  result. 


COMBINATION. 

Give  out  a  number  and  ask  the  pupils  to  rearrange  the 
figures  to  make  new  numbers.  The  exercise  may  be  utilized 
in  various  ways.  Direct  them  to  form  as  many  new  num- 
bers as  possible  from  the  given  figures,  or  as  many  as  they 
can  beginning  with  a  certain  figure,  and  to  come  to  the  class 
prepared  to  read  them.  Sometimes  have  them  arrange 
these  numbers  according  to  their  value.  Again  let  them 
make  these  combinations  and  form  examples  in  addition 
for  themselves,  or  let  them  subtract  the  smallest  number 
that  can  be  expressed  by  the  given  figures  from  the  great- 
est possible  nu^iber. 


FOR    THE   ARITHMETIC    CLASS.  71 


BUZZ. 

As  this  game  is  usually  carried  on,  the  players  count 
aloud  in  turn ;  that  is,  the  first  says  one,  the  second  two,  etc. 
Instead  of  the  multiples  of  seven,  and  numbers  containing 
seven,  the  player  must  say  buzz,  and  is  dropped  from  the 
game  when  he  makes  a  mistake.  This  game  may  be  varied 
by  using  the  multiples  of  any  chosen  number,  making  it 
useful  in  teaching  multiplication.  Marking  the  multiples 
of  two  or  more  numbers  in  this  way,  or  clapping  the 
hands,  exacts  close  attention.  It  is  also  a  useful  exercise 
in  teaching  the  numerals  of  foreign  languages. 

TO    TELL    A    NUMBER    THOUGHT    OP. 

Let  the  pupil  think  of  some  number,  but  without  telling 
what  it  is.  The  teacher  asks  the  pupil  to  perform  a  series 
of  operations  on  that  number ;  as,  multiply  by  8,  divide  by 
4,  add  3,  multiply  by  4,  subtract  6,  divide  by  2.  As  soon 
as  the  teacher  learns  the  result,  she  tells  the  pupils  what 
number  was  thought  of. 

Key.  —  Suppose  the  number  thought  of  to  be  2.  The  teacher 
denotes  it  by  some  letter,  as  A,  and  performs  the  same  operations 
on  A  that  the  pupil  does  on  2. 


PUPIL. 

TEACHEB. 

2. 

A. 

Multiply  by  8  =  16 

8  A 

Divide  by      4=4 

2  A 

Add               3=    7 

2  A+    3 

Multiply  by  4  =  28 

8  A  +  12 

Subtract        6  =  22 

8  A+   6 

Divide  by      2  =  11 

4  A+    3 

72  SCHOOLROOM    GAMES    AND   EXERCISES. 

Learning  the  result,  11,  the  teacher  subtracts  3,  divides 
by  4,  and  has  the  original  number,  2. 

Again,  let  the  pupil  take  any  number,  subtract  one,  dou- 
ble the  remainder,  subtract  one,  add  the  number  thought  of, 
and  give  the  result.  The  teacher  tells  the  number  thought 
of  by  adding  3  to  this  answer  and  dividing  by  3.  For  exam- 
ple, 6-1x2-1  +  6  =  15.     15  +  3-^3  =  6. 

On  the  same  principle,  choose  a  number,  multiply  by  3, 
add  1,  multiply  by  3  again,  add  the  original  number,  sub- 
tract 3  and  divide  by  10,  and  you  will  have  the  number  you 
started  with. 

Once  more,  let  the  pupil  take  a  number,  add  1,  multiply 
the  result  by  itself,  and  subtract  the  square  of  the  original 
number  from  the  product.  Ask  for  the  remainder,  which 
will  always  be  an  odd  number,  and  the  least  half  of  it 
will  be  the  number  chosen.  This  may  be  varied  by  sub- 
tracting the  square  of  the  number  diminished  by  1  from 
the  square  of  the  number.  The  greater  half  of  the  result 
will  then  be  the  number  thought  of. 

Another  exercise  is  to  ask  the  pupil  to  select  a  number, 
double  it,  add  any  given  number,  divide  the  result  by  2,  and 
subtract  the  number  thought  of.  The  result  will  be  half 
the  number  added.  For  example,  4x2  +  6-^2  —  4=3. 
Having  found  this  result,  the  teacher  may  continue  the 
operations  indefinitely,  saying,  for  instance,  double  the 
remainder,  add  4,  divide  by  5,  etc.  This  complicates 
the  process,  and  makes  it  more  interesting  to  the  pupil, 
who  generally  will  be  greatly  puzzled  to  find  out  how 
the  teacher  reaches  the  result  without  knowing  the  origi- 
nal number. 

When  two  or  more  numbers  are  thought  of,  each  one  of 
which  is  less  than  10,  they  may  be  found  as  follows :    Ask 


FOE    THE   ARITHMETIC    CLASS.  ,  73 

the  pupil  to  double  the  first  number  thought  of^  add  1,  mul- 
tiply the  result  by  5,  and  add  the  second  number  to  the 
product.  If  there  be  a  third  number,  ask  him  to  double 
the  sum  thus  found,  add  1,  multiply  again  by  5,  and  add 
the  third  number.  For  a  fourth  number,  double  this  last 
result,  add  1,  multiply  by  5,  and  add  the  number  as  before  j 
and  so  on.  Ask  for  the  last  result  thus  obtained,  and 
subtract  5  from  it  if  there  were  two  numbers,  55  if 
there  were  three,  555  if  four  were  used.  The  remainder 
will  give  you  the  numbers  thought  of,  arranged  from  left 
to  right  in  the  order  selected.  For  example,  suppose  the 
numbers  thought  of  to  be  2,  5,  and  3 ;  then,  according  to 
rule,  2x2  +  1x5  +  5x2  +  1x5  +  3-55  =  253,  which  gives 
in  order  the  numbers  chosen. 

FINDING    THE    RINQ. 

A  RING  being  secretly  put  on  by  one  of  a  company,  to 
tell  not  only  who  has  it,  but  on  what  hand  and  finger  it 
is,  let  the  company  be  arranged  in  order,  and  ask  some 
one  to  make  for  you  the  following  calculation.  Multiply 
the  number  of  the  person  having  the  ring  by  2 ;  to  that 
add  3.  Multiply  this  by  5 ;  to  this  add  8,  if  the  ring  is 
on  the  right  hand,  or  9,  if  on  the  left ;  then  multiply  by 
10,  and  add  the  number  of  the  finger  (the  thumb  is  1), 
and  lastly  add  2.  Ask  for  the  result,  and  from  it  subtract 
mentally  222,  and  the  remainder  will  be  the  person,  the 
hand  (1  being  the  right  hand,  and  2  the  left  hand),  and  the 
finger.  Example :  Suppose  the  ring  was  put  on  the  8th 
person,  on  the  left  hand,  and  the  little  finger. 

Then,  the  number  of  the  person,  multiplied  by  2        .        16 

Adding  3 19 

Multiplying  by  5 95 


74 


SCHOOLROOM    GAMES   AND   EXERCISES. 


Adding  9  for  left  hand 104 

Multiplying  by  10 1040 

Adding  5  for  the  little  linger 1045 

Adding  2 1047 

1047 
Subtracting 222 

825 
The  8th  person,  2  the  left  hand,  and  5  the  little  finger. 
If  the  person  had  been  the  10th,  or  a  number  above  that, 
the  remainder  would  have  been  in  four  figures,  and  the 
first  two  would  indicate  the  person ;  thus,  if  in  the  above 
example  it  had  been  the  12th  instead  of  the  8th  person 
who  had  the  ring,  the  remainder,  after  subtracting  222, 
would  have  been  1225. 

To  do  the  above  cleverly,  the  process  should  be  care- 
fully committed  to  memory,  so  that  it  may  be  done  rapidly, 
and  without  hesitation.  The  following  formula  is  easily 
committed.  The  person  x2  +  3x5  +  8  for  right  hand, 
or  9  for  left  x  10  +  the  finger  +  2  -  222. 

MAGIC    SQUARES. 

Magic  squares  are  composed  of  a  progression  of 
numbers  arranged  in  a  square  whose  horizontal,  vertical, 
and  diagonal  lines  produce  a  constant  sum.  Often  they 
have  other  peculiarities. 

Notice  this  square  containing  sixteen  numbers: 


16 

3 

2 

18 

5 

10 

11 

8 

9 

6 

7 

12 

4 

15 

14 

1 

FOB     THE    ARITHMETIC    CLASS.  75 

Here  the  sum  of  the  numbers  in  each  of  the  straight 
lines  is  34;  the  sum  of  the  four  corner  numbers,  or  of 
the  corner  numbers  of  any  square  in  the  diagram,  is  34. 
Adding  the  figures  next  to  the  corners  from  right  to  left 
or  from  left  to  right,  we  get  the  same  number,  34;  as 
3  +  6  +  12  + 1  3  =  34 ;  or  3  +  9  +  14  +  8  =  34. 

The  following  is  a  simple  rule  for  forming  squares  of 
odd  numbers:  Draw  two  squares  of  the  desired  number 
of  places.  Fill  the  first  with  numbers  in  consecutive 
order;  divide  each  side  of  this  square  in  half,  and  join 
the  points  of  division  by  diagonals.  This  will  form  a 
square  within  the  other,  but  diagonal  to  it.  Lay  this 
off  in  smaller  squares,  and  transfer  the  numbers  to  your 
second  larger  square,  observing  to  put  them  in  the 
places  occupied  in  the  inner  square.  Carry  each  number 
remaining  in  the  corners  of  the  first  square  obliquely 
up  or  down  the  row  where  it  is  found  to  the  most 
distant  cell  in  the  interior  square,  first  placing  those 
numbers  nearest  the  inner  square.  Having  found  their 
places,  transfer  them  to  the  vacant  cells  of  the  second 
square. 

The  following  rule  and  illustration  is  taken  from 
Davies's  Mathematical  Cyclopaedia.  It  applies  to  forming 
the  magic  square  of  any  odd  number  of  terms  in  geo- 
metrical  progression. 

Rule,  a  square  and  divide  it  into  the  required  number  of  cells. 
Place  the  number  1  in  the  cell  immediately  under  the  central  one, 
and  the  succeeding  terms  in  their  natural  order  in  a  descending 
diagonal  direction  till  they  run  off,  either  on  the  bottom  or  on  the 
side ;  when  they  run  off  at  the  bottom,  carry  the  next  term  to  the 
uppermost  cell  that  is  not  occupied  of  the  same  column  that  it 
would  have  occupied  below;  then  proceed  as  before  as  far  as  pos- 
sible, or  till  the  numbers   run  off  at  the  bottom  or  side,  or  are 


76 


SCHOOLROOM    GAMES    AND   EXERCISES. 


interrupted  by  coming  to  a  cell  already  filled.  Now,  when  a  term 
runs  off  at  the  right-hand  side,  bring  it  to  the  farthest  left-hand 
cell  of  the  same  row  it  would  have  fallen  in  to  the  right;  when 
the  progress  diagonal-wise  is  interrupted  by  coming  to  a  full  cell, 
descend  diagonally  to  the  left  till  an  empty  cell  is  met  with,  and 
then  enter  it,  proceeding  as  before  till  all  the  terms  are  distributed. 


22 

47 

16 

41 

10 

35 

4 

5 

23 

48 

17 

42 

11 

29 

30 

6 

24 

49 

18 

36 

12 

13 

31 

7 

25 

43 

19 

37 

38 

14 

32 

1 

26 

44 

20 

21 

39 

8 

33 

2 

27 

45 

46 

15 

40 

9 

34 

3 

28 

In  a  square  of  forty-nine  cells,  beginning  as  directed,  the  number  4 
runs  off  at  the  bottom,  and  is  carried  to  the  top  of  the  next  column ; 
the  number  5  runs  off  at  the  side,  and  is  carried  to  the  left  of  the 
next  row  below;  the  number  8  falls  upon  an  occupied  cell,  and  is 
carried  diagonally  to  the  left ;  10  runs  off  at  the  bottom,  and  is  car- 
ried to  the  top  of  the  next  column;  13  runs  off  at  the  side,  and  is 
carried  to  the  left  of  the  next  row  below ;  15  falls  upon  an  occupied 
cell,  and  is  carried  diagonally  to  the  left ;  16  runs  off  at  the  bottom, 
and  is  carried  to  the  top  of  the  next  column;  21  runs  off  at  the 
side,  and  is  carried  to  the  left  of  the  next  row ;  22  falls  upon  an  oc- 
cupied cell,  and  on  being  ofirried  diagonally  to  the  left  runs  off  at 
the  bottom;  it  is  then  placed  in  the  highest  cell  at  the  top  of  the 
column  it  would  have  occupied ;  29  runs  off  both  at  the  bottom  and 
side,  and  is  carried  to  the  highest  vacant  cell  in  the  same  column; 
and  so  on. 


FOR    THE   ARITHMETIC    CLASS.  77 

EXACT    DIVISORS. 

A  COMPOSITE  number  is  exactly  divisible, — 

By  2,  when  its  right-hand  figure  is  0,  or  is  exactly  divisi- 
ble by  2;  as  30,  104. 

By  3,  when  the  sum  of  its  figures  is  exactly  divisible 
by  3;  as  564. 

By  4,  when  its  two  right-hand  figures  are  naughts,  or 
are  exactly  divisible  by  4 ;  as  300,  816. 

By  5,  when  it  ends  with  0  or  5 ;  as  20,  35. 

By  6,  when  it  is  an  even  number,  and  the  sum  of  its 
figures  is  exactly  divisible  by  3 ;  as  438.     - 

By  8,  when  its  three  right-hand  figures  are  naughts,  or 
are  exactly  divisible  by  8,  as  7000,  2456. 

By  9,  when  the  sum  of  its  figures  is  exactly  divisible  by 
9;  as  396. 

By  10,  when  it  ends  with  0,  as  90. 

The  following  rules  are  given  for  finding  whether  a 
number  is  divisible  by  7,  11,  or  13  :  Separate  the  number 
into  two  parts  by  detaching  the  last  three  figures  from 
the  rest;  subtract  the  smaller  of  these  two  parts  from 
the  larger;  repeat  the  process,  if  necessary,  until  a  re- 
mainder less  than  1,000  is  obtained ;  if  this  remainder 
be  divisible  by  7,  or  11,  or  13,  the  original  number  is 
divisible  by  the  same  divisor;  otherwise,  not. 

For  example,  suppose  we  have  the  number  654,731. 
By  the  rule,  we  separate  it  into  two  parts,  654  and  731. 
We  subtract  654  from  731,  and  find  the  remainder  to  be 
77.  This  we  easily  see  is  divisible  by  7  and  also  by  11, 
but  not  by  13.     We  conclude,  therefore,  that  the  number 


78  SCHOOLROOM    GAMES    AND    EXERCISES. 

654,731  is  divisible  by  7  and  also  by  11,  but  not  by  13  ; 
and  this  is  true. 

The  reason  why  this  rule  holds  lies  in  this,  that  the 
number  1001  is  the  continued  product  of  the  three  num- 
bers 7,  11,  and  13.  Seven  times  eleven  is  seventy-seven, 
and  thirteen  times  seventy-seven  is  one  thousand  and  one. 
Accordingly,  any  number  divisible  by  1001  is  divisible 
by  all  three  of  its  factors,  7,  11,  and  13 ;  and  if  what  is 
left  of  the  number  after  the  division  by  1001  is  divisi- 
ble by  any  one  of  these  factors,  the  whole  number  is 
divisible  by  the  same  factor ;  otherwise,  not.  The  separa- 
tion of  the  number  into  two  parts,  and  the  subtraction 
of  one  of  these  from  the  other  is  a  short  way  of  ascer- 
taining the  remainder  after  a  division  by  1001,  when  the 
former  part  is  less  than  the  latter,  and  is  substantially 
the  same  things  as  far  as  our  purpose  is  concerned,  when 
it  is  greater. 

For  finding  out  whether  numbers  less  than  1000  are 
divisible  by  7,  11,  or  13  there  are  certain  rules,  differing, 
however,  for  each  divisor.  Again,  we  must  separate  it 
into  two  parts,  this  time  by  detaching  the  last  two  figures. 
For  7,  we  double  the  former  part  and  add  to  it  the  latter; 
for  11,  we  add  the  former  part  to  the  latter  without 
change ;  and  for  13,  we  multiply  the  former  part  by  9 
before  adding.  In  every  case,  if  the  sum  obtained  by 
the  addition  is  divisible  by  7,  11,  or  13,  the  original  num- 
ber is  divisible  by  the  same;  otherwise,  not. 

For  instance,  the  number  1876  is  seen  to  be  divisible 
by  7,  when  we  separate  it  into  two  parts,  18  and  76,  and, 
after  doubling  the  former,  add  36  to  76,  obtaining  112, 
which  is  divisible  by  7.  But  1876  is  not  divisible  by 
11,  since  18  and  76  added  together  give  94,  which  is  not 


FOB    THE    ARITHMETIC    CLASS.  79 

divisible  by  11 ;  nor  is  it  divisible  by  13,  as  the  applica- 
tion of  the  rule  will  show.  In  1870  we  find  a  number 
divisible  by  11,  since  18  and  70  together  make  88,  which 
is  a  multiple  of  11;  and  in  1872  one  divisible  by  13, 
since  9  times  18,  or  162,  added  to  72,  gives  us  234,  which 
is  divisible  by  13. 

DRILL. 

Frequent  practice  in  rapid  calculation  will  give  readi- 
ness and  accuracy.  The  teacher  may  devise  an  endless 
variety  of  examples,  adapted  to  different  grades.  Instead 
of  saying,  divide  by  six,  divide  by  eight,  and  so  on 
asking  for  one-sixth,  one-eighth,  etc.,  gives  specially 
good  practice  in  teaching  division  and  fractions.  An 
emphatic  "  ten  times  "  at  the  close  of  each  example  will 
serve  as  a  signal  that  the  teacher  is  ready  for  the  final 
answer.  Let  each  pupil  raise  his  hand  at  the  beginning, 
and  keep  it  raised  as  long  as  he  can  follow  the  oper- 
ations. This  will  be  a  test  of  the  pupil's  readiness,  and 
a  guide  to  the  teacher  in  pronouncing  slowly  or  rapidly. 
We  append  a  few  illustrations : 

Take  four,  add  two,  one-half,  times  five,  subtract  three, 
one-sixth,  add  eight,  subtract  one,  one-third,  add  two, 
times  four,  add  one,  one-seventh,  ten  times. 

Take  eight,  plus  two,  plus  three,  minus  one,  divided 
by  six,  times  five,  plus  six,  divided  by  four,  plus  one, 
minus  two,  times  eight,  divided  by  four,  plus  one,  times 
three,  minus  one,  divided  by  five,  times  two,  plus  eight, 
minus  six,  ten  times. 

Take  six,  three  times,  one-half,  one-third,  two  times, 
one-third,  five  times,  add  two,  one-sixth,  add  one,  seven 
times,  one-third,  ten   times. 


80  SCHOOLROOM    GAMES    AND    EXERCISES. 

Take  four,  three  times,  two-sixths,  add  one,  three  times, 
three-fifths,  add  one,  one-half,  add  one,  two-thirds,  sub- 
tract two,  six  times,  one-fourth,  ten  times. 

Take  one-half  the  square  of  four,  add  two,  one-half, 
square,  subtract  nine,  take  away  one-fourth  of  the  result, 
add  eight,  subtract  four,  square  root,  subtract  three,  add 
nine,  add   one-half,  subtract   one,  one   seventh,  ten   times, 

ALGEBRAIC   PARADOX. 

a  —  X  • 

ax  —  x^ 
ax  —  o?'  —  x^  —  a^ 
a(x  —  a)  =  (x  —  a)(x+  a) 
a  —  X  -\-  a 
a  —  2a 
1  =  2 


For  Special  Hours  and  Days. 


MORNING    EXERCISES. 

Appoint  a  committee  of  four  or  five,  whose  business 
it  shall  be  to  arrange  brief  and  interesting  opening  ex- 
ercises for  each,  morning  of  the  week.  At  the  end  of 
the  week  let  one  member  retire,  and  appoint  a  new  one 
in  his  place.  The  following  specimen  of  what  was  done 
in  one  school  will  show  how  this  plan  may  be  carried 
out: 

1.  A  live  bat  in  a  cage,  brought  by  W.  G.  Its  habits 
and  classification  described  by  the  teacher.  Moths  and 
flies  were  given  it,  which  it   ate. 

2.  A  cornet  duet  by  two  young  ladies. 

3.  The  Avhole  department  learned : 

"Politeness. is  to  do  and  say 
The  kindest  things  in  the  kindest  way." 

4.  A  lady  showed  how  spatter-work  is  done. 

5.  Religious  exercises  conducted  by  Rev.  Mr.  S. 

6.  A  hair-worm  brought  by  W.  T. 

7.  Experiment  showing  spontaneous  combustion  from 
sulphuric  acid  and  pulverized   sugar. 


82  SCHOOLROOM    GAMES    AND    EXERCISES. 

8.  A  young  lady  gave  a  description  of    her  trip  to 
Lake  Superior. 

9.  Vocal  duet. 

10.  Religious  exercises  as  before. 

11.  Story  told   by  pupiL 

12.  Exhibition  and  description  of  plant-lice,  or   aphids. 

13.  One  of  the  pupils  read  from   Ivanhoe,  "  Eebecca's 
Temptation." 

14.  Bible  reading,  from  Protestant  and  Roman  Catholic 
Bibles. 

15.  Reading  from  the  Koran. 

16.  Experiment   showing  how   to   determine   the   pres- 
ence of  lime  by  use  of  acid. 

17.  Description  by  a  young  lady  of  her  tour  through 
Pennsylvania. 

18.  Experiment    showing    the   bleaching   properties   of 
chlorine. 

19.  A  cane    made    of    wood    taken    from    Commodore 
Perry's  flag-ship. 

20.  Collection  of  old  coins  exhibited. 

21.  Collection  of  minerals. 

22.  Exhibition  of  an  old  account-book   once   owned  by 
the  first  Astor. 


FRIDAY   AFTERNOON   EXERCISES. 

If  you  can  spare  a  half-hour  Friday  afternoons,  try 
some  of  these  exercises.  The  preceding  pages  will  suggest 
others. 

1.  Have  a  pronunciation  test.  Prepare  and  place  upon 
the  blackboard  at  least  ten  words  commonly  mispronounced. 


FOB    SPECIAL    HOURS   AND    BAYS.  83 

Do  this  soon  enough  to  enable  the  earnest  pupils  to  consult 
the  dictionary. 

2.  Devote  twenty  minutes  to  ^'  spelling  down/'  using 
a  list  of  words  commonly  misspelled. 

3.  Have  a  chart  or  map  exercise. 

4.  Eead  a  short  sketchy  and  have  the  pupils  reproduce 
the  thought  orally,  or  in  writing. 

5.  Let  each  pupil  give  a  sentiment  from  a  standard 
author.  If  possible,  induce  the  pupil  to  develop  the 
thought  in  his  sentiment. 

,  6,   Place  "  queer  queries  "  on  the  board  for  investigation. 
Do  this  a  week  in  advance. 

7.  Give  a  practical  lesson  in  civil  government. 

8.  Conduct  an  exercise  in  false  syntax. 

MEMORIAL    DAYS. 

The  pleasing  custom  of  observing  authors'  birthdays 
in  our  schools  is  growing,  and  is  found  to  be  an  excellent 
means  of  interesting  pupils  and  giving  literary  instruc- 
tion. The  birthdays  of  our  foremost  statesmen,  and  days 
of  special  historical  interest,  also  deserve  recognition. 
These  anniversaries  may  well  take  the  place  of  the  old 
Friday  afternoon  exercises.  Preparations  should  be 
begun  some  time  in  advance,  that  they  may  not  interfere 
with  the  regular  school  work.  In  general,  let  the  exer- 
cises consist  of  appropriate  music,  a  sketch  of  the  life 
of  the  author  chosen,  some  account  of  his  works,  with 
extracts,  and  original  and  selected  criticism.  If  no  special 
time  is  set  apart  for  literary  study,  pupils  will  readily 
learn  selections  outside  of  school  hours,  and  essays  may 
be   prepared  in  the  regular   composition   classes.     If   the 


84  SCHOOLROOM    GAMES    AND   EXERCISES, 

school  is  not  too  large,  let  the  pupils  respond  to  the 
roll-call  with  short  quotations,  and  introduce  some  concert 
speaking.  Perhaps  you  may  find  that  some  of  the 
author's  verses  have  been  set  to  music,  and  these  will 
make  a  pleasing  addition  to  your  programme. 

If  not  able  to  arrange  for  many  general  anniversaries 
of  this  kind,  it  will  be  easy  and  appropriate  to  recognize 
these  days  in  the  reading  and  literature  classes.  We 
give  below  the  dates  of  the  birth  of  a  few  authors  and 
statesmen: 

January  17,  Franklin;  18,  Webster;  25,  Burns.  February  22, 
Lowell;  27,  Longfellow.  April  3,  Irving;  7,  Wordsworth;  23, 
Shakespeare.  May  26,  Emerson.  June  2,  Saxe;  13,  Thos.  Arnold; 
14,  H.  B.  Stowe.  July  24,  Holland.  October  19,  Garfield;  21, 
Coleridge.  November  3,  Bryant ;  10,  Goldsmith,  Schiller ;  22,  George 
Eliot.    December  9,  Milton;   17,  Whittier;   26,  Gray. 


ARBOR    DAY. 

To  Mr.  John  B.  Peaslee  belongs  the  credit  of  intro- 
ducing the  celebration  of  Arbor  Day  into  the  public 
schools,  and  at  the  same  time  making  tree-planting  a 
means  of  commemorating   our  honored  authors. 

In  1883  the  Ohio  State  Forestry  Association  issued 
the  following  circular  to  trustees,  superintendents,  and 
teachers  of  the  Ohio  schools : 

" '  The  wealth,  beauty,  fertility,  and  healthfulness  of  the  country,' 
as  Whittier  justly  says, '  largely  depend  upon  the  conservation  of  our 
forests  and  the  planting  of  trees/  It  is,  therefore,  important  to  in- 
struct the  youth  of  the  state  in  the  value  and  utility  of  forests,  —  their 
influence  upon  climate,  soil,  productions,  etc.,  and  to  teach  them  to 
care  for  and  protect  forest-trees.    The  most  interesting  and  impressive 


FOE    SPECIAL    HOURS   AND   BAYS.  85 

way  of  imparting  the  instruction  and  of  interesting  the  pupils  in  the 
subject  is  through  the  celebration  of  tree-planting;  we,  therefore, 
earnestly  request  you  to  have  the  pupils  under  your  charge  plant 
trees  on  Arbor  Day,  the  fourth  Friday  of  April,  with  appropriate  cere- 
monies. 

"  We  suggest  that  the  trees  be  planted  in  the  school-grounds,  by  the 
roadside,  or  in  parks  or  commons,  and  that  they  be  planted  in  honor 
and  memory  of  American  authors,  thus  '  making  trees  monuments  of 
history  and  character/  We  suggest,  also,  that  the  exercises  consist  of 
reading  compositions  on  the  importance  and  usefulness  of  forests; 
of  reciting  selections  on  trees  from  various  authors ;  of  giving  extracts 
from,  and  sketches  of,  the  life  and  writings  of  the  particular  author  in 
whose  honor  or  memory  each  tree  or  group  is  planted ;  of  singing ;  of 
the  ceremony  of  throwing  the  soil,  each  pupil  in  turn,  about  the  trees ; 
and  of  appropriate  talks  by  trustees,  teachers,  and  others." 

The  Cincinnati  schools  have  set  a  most  encouraging 
example.  Their  celebrations  of  Arbor  Day  have  been 
entered  into  with  great  interest  and  appreciation.  They 
have  planted  an  "Author's  Grove"  in  Eden  Park,  most 
of  the  trees  or  groups  being  marked  with  a  stone  bear- 
ing the  name  of  the  author  celebrated,  and  the  school 
which  planted  the  trees. 


Calisthenics. 


Calisthenic  exercises  may  often  be  used  in  place  of  a 
recess.  They  afford  a  rest  after  prolonged  mental  effort; 
but  it  is  unwise  to  ask  pupils  for  hard  study,  when  the 
body  is  fatigued  by  violent  or  protracted  exercise  of  this 
kind,  and  they  should  not  be  indulged  in  just  before  or 
after  a  meal,  as  this  would  interfere  with  the  digestive 
organs. 

Instrumental  music  is  necessary  to  the  interest  of  the 
exercise,  and  in  order  to  keep  perfect  unison  the  pupils 
should  be  required  to  count  from  one  to  eight  continuously. 
The  outward  motions  are  most  forcible,  and  to  mark  the 
accent  they  may  use  the  numbers  on  the  outward  move- 
ment and  the  word  "  and "  on  the  return ;  thus,  one  and, 
two  and,  three  and,  four  and,  one  and,  etc. 

When  ready  for  exercise  the  pupils  stand  erect  in  line, 
with  heels  together,  shoulders  square,  arms  at  side,  and 
eyes  to  the  front.  This  brings  ear,  shoulder,  hip,  knee, 
and  ankle  in  line.     We  give  a  few  exercises  as  suggestive. 

CHEST    EXERCISE. 

First  Position.  —  Fists  on  breast,  elbows  raised  hori- 
zontally in  line  with  shoulders. 

First  movement.  — A.t  the  command  Bight,  extend  the 
right  arm  horizontally  in  front  four  times.  At  the  com- 
mand Left,  extend  the  left  arm  in  the  same  manner.     On 


CALISTHENICS.  87 


the  word  Alternate,  extend  the  right  and  left  arms 
alternately,  each  two  times,  and  at  the  command  Both, 
extend  the  arms  simultaneously. 

Second  movement.  —  Eight  arm  downward  parallel  to  the 
sides,  four  times.  Left  arm  downward  four  times.  Alter- 
nate.    Both. 

Third  movement.  —  Eight  arm  horizontally  to  the  right 
four  times.  Left  arm  horizontally  to  the  left  four  times. 
Alternate.     Both. 

Second  ,.T*osition. — Elbows  at  sides,  fists  against  the 
shoulder,  with  the  back  of  the  hands  to  the  front. 

First  movement.  —  Extend  arms  downward,  following  the 
regular  order  of  the  commands.  Right,  Left,  Alternate,  Both. 

Second  movement.  —  Extend  arms  horizontally  in  front. 

Third  movement. — Extend  arms  upward. 

ELBOW  EXERCISE. 

Position.  —  Elbows  raised,  fists  together  on  chest. 
First    movement.  —  Carry   the    elbows    down    and    back 
through  the  usual  alternations. 

Second  movement.  —  Carry  the  elbows  directly  back. 

Third  movement.  —  Carry  the  elbows  up  and  outward. 
In  these  movements  the  fists  are  drawn  from  the  breast 
without  changing  the  bend  of  the  elbows. 

SHOULDER  EXERCISE. 

First  Position.  —  Ordinary  position  of  attention. 
Eaise  ^nd  lower  the  shoulders  in  the  regular  order  of 
the  commands^  Right,  Left,  Alternate,  Both, 


88  SCHOOLROOM    GAMES   AND   EXERCISES. 

Second  Position.  —  Tips  of  fingers  on  shoulders,  elbows 
in  line  with  the  shoulders. 

First  movement  —  Describe  a  downward  arc,  bringing 
the  hands  to    the   sides,   palms   outward. 

Second  movement.  —  Extend  the  arms  to  a  horizontal 
position  on  each  side. 

Third  movement.  —  Eaise  the  arms  to  a  vertical  position. 

ARM   AND   HAND   EXERCISE. 

First  Position.  —  Arms  horizontally  extended  in  front, 
palms  together. 

First  movement.  —  Swing  right  arm  from  horizontal  front 
down  to  perpendicular  four  times.  Swing  left  arm  down- 
ward four  times.     Alternate.     Both. 

Second  movement.  —  Swing  the  arms  backward  horizon- 
tally. 

Third  movement.  —  Swing  arms  up  to  perpendicular. 
Clap  hands  in  this  exercise. 

Second  Position.  —  Arms  horizontally  extended  on 
each  side,  palms  upward. 

First  movement,  —  Describe  a  downward  arc,  bring  the 
hands  to  the  right  and  left  sides  in  turn. 

Second  movement.  —  Describe  an  upward  arc,  bringing 
the  hands  directly  over  the  head. 

Third  movement.  —  First  measure,  simultaneous  down- 
ward arc  with  right  hand  and  upward  arc  with  left 
hand;  second  measure,  downward  arc  with  left  hand  and 
upward  arc  with  right  hand;  third  measure,  double  arc 
(upward  and  downward)  with  both  hands. 


CALISTHENICS,  89 


HEAD   AND   NECK   EXERCISE. 

Position.  —  Hands  on  the  hips,  thumbs  pointing  to 
the  front. 

First  movement.  —  Bend  the  head  to  the  right  four 
times ;  to  the  left  four  times ;  alternate.  At  the  command 
Both  make  four  double  motions  completely  over  from  side 
to  side,  beginning  and  ending  at  the  erect  position. 

Second  movement.  —  The  commands  for  this  movement 
are  Front,  Bach,  Alternate,  Both.  Bend  the  head  forward 
four  times,  backward  four  times.  Alternate.  At  the  com- 
mand Both,  make  four  double  motions,  that  is,  from  front 
to  back,  beginning  and  ending  with  the  head  erect. 

Third  movement.  —  Commands,  Right,  Left,  Alternate, 
Both.  Turn  the  head,  bringing  the  face  first  to  the  right, 
then  to  the  left.  At  the  command  Both,  make  a  double 
movement  for  each  count. 

TRUNK   AND  WAIST    EXERCISE. 

Position.  —  Head  erect,  hands  on  hips,  as  in  head  and 
neck  exercise. 

First  movement.  —  Bend  the  body  as  far  as  possible  to 
the  right  from  the  hips;  to  the  left;  alternate;  double 
motion  on  command  Both. 

Second  movement.  —Bend  the  body  forward  and  back- 
ward at  the  commands,  Front,  Back,  Alternate,  Both. 

Third  movement,  —  Turn  the  trunk  on  its  axis  to  the 
right  or  left  according  to  the  regular  formula  of  com- 
mand. Carry  out  these  movements  and  those  of  the  pre- 
ceding exercise  in  slow  time. 


Puzzles  md  Problems. 


CHARACTER    HINTS. 

1.  My  first  is  a  gentleman  very  unique, 
Unparalleled,  A  No.  1,  so  to  speak. 

2.  Shrewd  and  miserly,  witty  and  wise. 

He  brought  down  fame  —  by  a  string  — from  the  skies. 

3.  A  ripe  red  apple  gave  him  the  clew; 
His  dog  a  candle  overthrew. 

4.  In  England  and  France  three  cardinals  great, 
Who  ruled  the  people,  the  king,  and  the  state. 

6.  He  threw  an  inkstand  at  Satan,  and  bade  him  be  quiet; 
A  Diet  of  Worms  was  his  principal  diet. 

6.  The  greatest  writer  known  to  fame. 

And  no  one  knows  how  to  spell  his  name. 

7.  A  knave  on  the  woolsack,  a  god  with  his  pen, 
"The  greatest,  the  wisest,  the  meanest"  of  men. 

8.  An  old  man  hanged  one  terrible  day, 
But  his  soul  is  marching  on  for  aye. 

9.  Crossing  a  rivulet  made  him  great. 

He  smoothed  down  his  mantle  and  met  his  fate. 

10.  A  very  remarkable  pioneer. 

Mixed  up  somehow  with  an  egg,  I  hear. 

11.  Amid  many  a  nation  and  peril  he  strayed, 
Saved  once  by  a  compass  and  once  by  a  maid. 

90 


rUZZLES   AND    PROBLEMS.  91 

12.  A  queen  who  was  witty,  vain,  learned,  and  bold, 
Once  cruel,  once  loving,  a  terrible  scold. 

13.  Amid  battle  and  bloodshed  her  white  pathway  led 
From  a  sheep-yard,  through  fame,  to  a  fiery  bed. 

14.  He  lived  and  died  and  left  no  trace ; 
Is  famed,  though  no  one  saw  his  face. 

15.  Wise,  good,  and  brave,  he  nobly  reigned, 
His  hostess  once  of  him  complained. 

16.  He  was,  from  historical  records  appears. 

The  greatest  of  all  men  who  lived  in  his  years. 

17.  Sprung  from  a  cabin,  our  chosen  guide, 
Shot  by  a  man  who  in  a  barn  died. 

18.  The  king  of  the  world  at  thirty-two, 
Died  since  he  could  not  himself  subdue. 

19.  A  blind  old  man  of  a  mighty  song, 

Who  did  his  three  daughters  a  pitiful  wrong. 

20.  He  hid  in  a  cellar  a  powerful  thing, 

That  would  ruin  his  rulers  and  ruin  his  king. 

21.  The  most  glorious  modern  murderer,  he 
Died  on  an  isle  in  a  lonely  sea. 

22.  A  twinkle,  a  tear-drop,  a  broad  hearty  grin. 
That  wrote  of  a  cricket,  a  raven,  an  inn. 

23.  He  went  to  the  heart  of  a  continent  black. 

Was  found  by  a  friend  there,  and  would  not  come  back. 

24.  He  was  slain  by  one  of  a  royal  line. 
Whose  king  was  beaten  over  his  shrine. 

25.  Best  hated,  best  loved,  false,  beautiful,  skilled. 
Driven  out  of  her  land,  by  a  sister-queen  killed. 

26.  He  made  what  would  separate  fibre  from  seed; 
His  mighty  machine  caused  the  nation  to  bleed. 


92  SCHOOLROOM    GAMES   AND   EXERCISES. 

27.  He  canned  up  words ;  he  gave  speech  wings ; 
A  glorious  light  from  his  arches  springs. 

28.  He  wrote  the  words  in  a  fiery  hour 
That  freed  the  nation  from  foreign  power. 

29.  From  a  curious  blunder  arose  his  fame; 

To  the  biggest  thing  found  he  gave  his  name. 

30.  He  dug  a  ditch  between  two  seas, 
Where  largest  ships  could  sail  with  ease. 

31.  The  greatest  mocker  that  ever  was  born, 
Keligion  his  railing  and  virtue  his  scorn. 


HISTORICAL    ANECDOTE. 

The  captivity  of , ,  king  of 

— ,  son  and  successor  of ,  made  a  solemn  vow  to 


lead  a  to  the  deliverance  of  .     Accordingly,  in 

,  accompanied  by ,  king  of ,  he  set  sail 

for  the ;  but  in  spite  of  the  bravery  of  both 

kings,  a  year  elapsed,  and  their  object  was  not  yet  attained. 

was  compelled  to  return  to  his  kingdom.     His 

ally,   ,   strove   to   continue   the   enterprise;    but    the 

desertion  of  of  ,  with  whom   he    had  quarreled 

at  the  siege ,  weakened  his  army  to  such  an 

extent  that  he  was  forced  to  abandon  the  struggle,  and 

return  to  .      On  the  return  voyage  a  terrible  storm 

came  up,  and  after  many  hours  of  anxiety  the  ship  was 
dashed  to  pieces  against  some  rocks.  All  on  board  per- 
ished,  excepting  ,   who,   deprived   of   everything  but 

life  and  a  few  jewels  w^hich  he  wore,  was  obliged  to  con- 
tinue  his  journey  on  foot.      His  route  lay  through  the 


PUZZLES    AND   PROBLEMS.  93 


estates  of  his  enemy ,  and  also  through  those  of  - 


— ,  emperor  of  .      Both  dignitaries  were   his  sworn 

enemies,  and  were  very  anxious  to  have  him  in  their 
power.  knew  this,  and,  assuming  a  disguise,  pro- 
ceeded with  the  utmost  caution.    He  passed  safely  through 

a  large  portion  of ,  and  would  have  escaped  recognition 

had  he  not  attempted  to  sell  a  valuable  ring  which  he 

always  wore.     One  of  's  servants  saw  the  ring,  his 

suspicions  were  aroused,  and  he  immediately  warned  his 

master  of  his  discovery.     was  seized,  delivered  into 

the  hands  of ,  who  threw  him  into  prison,  and  kept 

him  captive  for  many  weary  months. ,  regent  of 

,  during  his  brother's  absence,  instead  of  freeing  him, 

left  him  to  his  sad  fate.     Indeed,  would  probably 

have  died  in  prison  had  it  not  been  for  the  devotion  of 

his  favorite,  .      This  man  was  a  minstrel,  and  had 

spent  many  happy  days  in  close  companionship  with  his 
beloved  master.  Hoping  to  find  the  king,  he  journeyed 
from  one  castle  to  another,  inquiring  everywhere  if  a 
distinguished  prisoner  was  detained  there;  but  all  in 
vain.  Weary,  footsore,  and  disheartened,  he  arrived  near  an 
ancient  castle,  and,  seating  himself  by  the  roadside,  played 
and  sang  his  master's  favorite  ballad.  Imagine  his  sur- 
prise, his  delight,  when  a  well-known  voice  took  up  the 
strain  and  sang  the  remaining  verses !     In  his  great  joy, 

he  hastened  back  to ,  enlisted  the  sympathies  of  the 

Barons,  and  gathered  together  a  large  ransom,  in  considera- 
tion of  which —  released  his  royal  captive,  after  an 

imprisonment  of  almost months. 


94  SCHOOLROOM    GAMES    AND   EXERCISES. 

ELLIPSES. 

(Blanks  to  be  filled  by  names  of  British  authors.) 
I. 

Be  not  so  ,  my  friend;  don't  hurry  so, 

But  stay  and  dine  and  see  will  go ; 

A ,  which  erewhile  roamed  the  at  will, 

As  worthily  the  board  will  fill; 

Besides,  to  tempt  the  appetite  still  higher, 

A  piece  of  is  by  the  fire ; 

And  to  the  a  caution  I  will  send 

Great  care  to  take  it  not  in  the  end. 

II. 

A  little  child,  , ,  and  full  of  grace. 

Threw  back  her  and  showed  her  smiling  face ; 

Meek  as  the  she  by  a  ribbon  led, 

As  o'er  the  in  the  dawn  she  fled. 

Fleet  as  the  when  to  the  the  

Called,  and  the  sportsman  not  at  morn; 

Against  her  more  than  paltry  gold, 

I  could  not  my  heart,  however  cold. 

PUZZLE    STORY. 

^hOnce  upon  a  time  there  were  seven  little  sisters,  who 
went  to  the  same  school,  and  they  each  had  a  name  that 
could  be  spelled  backwards  or  forwards,  and  sounded  the 
same.  Perhaps  you  will  tell  me  what  they  were  before 
I  go  on  any  further  with  my  tale. 

Now  the  schoolmistress  had  two  little  boys,  and  they 


PUZZLES    AND    PROBLEMS.  95 

had  names  that  could  be  spelled  either  way  alike,  and 
sometimes,  when  all  had  done  their  lessons  well,  they  had  a 
holiday,  about  that  time  of  day  which  is  spelled  both  ways 
alike,  and  were  allowed  to  play  together  at  hoop  or  ball. 
The  youngest  boy  always  chose  the  youngest  girl  for  a 
playmate.  He  would  share  his  sweets  with  her,  and  call 
her  his  tiny  darling  little  (something  spelled  both  ways 
alike),  but  she  would  toss  her  curls  and  declare  that  some 
day  she  would  grow  into  a  tall  (both  ways  alike),  and  marry 
a  prince.  How  the  others  laughed,  and  one  said,  by  that 
time  she  might  alter  her  (both  ways  alike),  and  become  a 
(both  ways  alike)  instead,  at  which  the  two  children  flew  off 
in  a  temper,  and  went  to  play  with  a  (both  ivays  alike)  so 
small  that  they  might  well  call  it  a  little  (both  ivays  alike). 
It  once  belonged  to  the  porter,  who  was  so  big  that,  though 
his  name  was  Jonathan  Jones,  the  children  always  called 
him  by  a  short  nickname  (both  ways  alike),  in  remembrance 
of  a  giant  they  had  once  seen  in  London.  He  was  an  idle 
porter,  and  preferred  to  loll  in  the  sunshine  to  doing  any 
work,  so  he  Was  soon  sent  about  his  business. 

And  now  let  us  take  a  (both  ways  alike)  at  the  other 
girls,  who  were  busy  in  the  schoolroom.  The  eldest  was 
copying  a  long,  prosy  (both  ways  alike)  for  her  brother,  but 
she  was  often  interrupted  by  her  younger  sister,  a  girl  with 
a  red  ill-tempered  face,  who  was  taking  a  music  lesson, 
but  scarcely  knew  a  crotchet  from  a  (both  ways  alike),  and 
when  found  fault  with,  declared  that  it  was  because  her 
(both  ways  alike)  ached,  which  was  only  an  excuse.  Just 
then  their  kind  father  came  hurrying  up  to  the  door  in  an 
old  rattling  (both  ways  alike),  and  as  he  was  a  person  of 
importance,  holding  a  (both  ways  alike)  office  in  the  town, 
the  schoolmistress  went  down  to  him  herself.     He  uttered 


96  SCHOOLROOM    GAMES    AND   EXERCISES. 

an  exclamation  (both  ways  alike),  and  desired  that  the 
youngest  girl  might  come  for  a  drive  in  his  (both  ways 
like). 

The  lady  said  she  would  rather  have  the  child  stay  and 
finish  her  lessons,  but  the  old  gentleman  cried  out  (two 
words,  both  ways  alike),  and  said  "  (both  ways  alike),  I  am 
her  father,  the  roads  are  quite  safe,  and  (both  ways  alike). ^^ 

"But  she's  not  dressed  properly." 

"  Oh,  she  will  do !  Just  put  on  the  collar  I  saw  her 
mother  (both  ivays  alike)  for  her,  and  send  her  down  as 
soon  as  you  can,  as  I  am  in  a  hurry.'' 

And  so  the  teacher  (two  ways  alike),  and  the  girl,  whose 
round  cheeks  were  (two  ways  alike)  than  ever,  came  run- 
ning, and  jumped  into  the  rickety  conveyance  just  as  the 
horse  began  to  shy  at  the  shrill  (two  ivords,  both  ways  alike) 
of  a  Punch  and  Judy.  She  was  rather  frightened,  and  her 
father  declared  he  should  like  to  (two  ways  alike)  all  such 
noisy  folks.  However,  off  they  drove  much  to  her  delight, 
and  as  she  turned  to  take  a  last  look  at  the  school-house, 
she  saw  all  the  boys  staring  and  nodding,  and  one  saucy 
fellow  who  was  eating  apples  and  plums,  as  he  led  two 
lambs  and  an  old  (two  ways  alike)  to  the  meadow  opposite, 
stuck  a  black  (both  ways  alike)  on  the  tip  of  his  nose  to 
attract  her  attention,  but  when  the  driver  looked  round  the 
little  rogue  took  care  to  (both  ways  alike)  out  of  sight. 

GEOGRAPHY    STORIES. 

1. — An  Unfortunate  Bridal  Tour  in  (Islands  in  the  Pacific 

Ocean). 

A  GENTLEMAN  named  (river  in  Virginia)  (mountains  in 
New  Hampshire)  sent  (a  river  in  Brazil)  to  the  store  of 


PUZZLES    AND    PROBLEMS.  97 

the  (mountains  in  Washington  Territory)  to  order  some 
(islands  in  the  Pacific  ocean) es  for  the  wedding  of  his 
(city  in  rrance)r  The  groom  was  (lake  in  New  York)^ 
(peak  in  British  America),- and  the  bride  was  named  (city 
in  Italy)  (city  in  Texas),  although  the  bridegroom  said  he'd 
rather  (city  in  Cuba)  or  (city  in  North  Carolina)  than  (city 
in  France)  as  she  was  so  (islands  near  England).  It  was 
this  same  man  who  went  hunting  one  day  and  brought 
home  a  (cape  of  South  America),  which  he  had  taken  from 
a  (lake  in  Maine).  As  he  wanted  a  (river  in  Michigan) 
wedding,  he  had  ordered  such  quantities  of  (bay  on  coast 
of  Long  Islands)s,  (town  in  New  Jersey),  (islands  in 
Malaysia),  (river  in  Idaho),  and  (country  in  Europe)  that 
people  thought  he  could  not  be  (river  in  France).  ^  The 
bride  had  a  dress  of  (city  in  France),  a  (city  of  Italy)  hat, 
a  handsome  (mountain  in  Oregon),  and  one  of  her  gifts  was 
a  (islands  in  the  Atlantic).  It  was  (sea  on  coast  of  Asia)., 
On  their  tour  the  pair  met  with  a  great  (cape  east  of 
Australia).  The  day  was  (lake  north  of  Minnesota)  and 
the  air  very  (mountains  in  North  Carolina)  and  the  path 
along  which  they  strolled  was  (island  south  of  Connecticut) 
and  (lake  in  New  York)  so  they  were  in  constant  (cape  of 
North  Carolina).  Once  they  forgot  to  (cape  off  North 
Carolina)  and  met  (city  in  France).  In  their  hurry  to 
escape,  the  bride  fell  over  a  (capital  of  one  of  the  United 
States)  and  raised  a  (mountain  in  North  Carolina)  and 
(mountain  in  the  eastern  part  of  the  United  States)  on  her 
forehead,  and  her  (sea  east  of  Australia)  jewelry  was  broken 
to  pieces.  While  she  was  getting  well  the  bridegroom  dug 
some  (city  in  Germany)  and  tried  to  catch  (cape  of  Massa- 
chusetts), but  slipped  from  the  (cape  in  the  south  of 
England)  and  had  an  unexpected  (city  in  Maine).     The 


98  SCHOOLROOM    GAMES    AND    EXERCISES. 

water  was  very  deep,  and  lie  was  in  (point  on  coast  of 
Australia)  of  being  swallowed  by  (country  in  Europe). 
He  wished  Noah  could  be  there  to  rescue  him  in  a  (city  of 
New  Jersey).  At  last  he  reached  the  shore,  mounted  a 
horse,  and  holding  it  by  its  (one  of  the  United  States)  was 
soon  snug  in  (a  sea  in  the  south  of  Europe),  This  happened 
in  (cape  of  New  Jersey)  during  some  (cape  on  Pacific  coast 
of  the  United  States). 

2.  —  A   (River  in   Idaho)  Story. 

One  fine  day  a  friend  of  mine  named  (two  towns  in 
Maine)  suggested  that  we  should  take  advantage  of  the 
(mountains  in  Alaska)  by  going  to  drive. 

We  trotted  slowly  past  the  (town  in  Kentucky),  where 
an  exciting  game  of  (town  in  Wisconsin)  was  going  on; 
and  after  passing  through  the  (town  in  Vermont)  of  the 
town,  were  soon  enjoying  the  refreshing  coolness  of  the 
woods. 

Suddenly  the  horse  gave  a  (point  on  the  coast  of  Eng- 
land) and  (city  in  West  Virginia)  in  the  narrow  road, 
bordered  by  high  (strait  in  British  America),  the  carriage 
overturned,  and  we  were  both  thrown  out.  Fortunately 
this  did  not  prove  a  serious  (cape  in  Australia),  for  we  were 
but  slightly  bruised,  and  the  horse  made  no  attempt  to  run. 

On  looking  about  to  discover  a  (bay  in  Ireland),  to  our 
steed's  fright,  strange  enough  in  such  an  unfrequented 
(lake  in  Canada)  spot  I  suddenly  perceived  in  the  middle 
of  the  road  a  large  (sea  of  Europe)  (river  in  Idaho),  with 
(sea  of  Asia)  spots. 

While  (town  in  Maine)  was  trying  to  right  the  buggy, 
I  cautiously  advanced,  and  seizing  a  (city  in  Arkansas), 
hurled  it  with  all  my  force  at  the  (river  in  Idaho). 


PUZZLES    AND    PROBLEMS.  99 

My  aim  did  not  prove  (bay  in  Africa),  and  the  animal's 
head  was  smashed  to  (river  in  Australia). 

"  (City  in  Arizona),  (city  in  North  Carolina)  ! "  cried  my 
friend.  "  Hereafter  in  any  such  (bay  in  Australia),  I  shall 
rely  on  you  to  (river  in  Austria)  me." 

The  coast  being  now  once  more  (cape  in  Ireland),  we 
finished  our  drive  in  (river  in  British  America),  without 
further  excitement  than  that  caused  by  a  (cape  in  New- 
foundland) with  a  team  that  tried  to  pass  us.     . 

I  for  one  was  glad  to  come  in  sight  of  the  (city  in 
Germany)  of  our  little  town ;  and  after  a  joyful  (island  in 
the  Indian  Ocean)  with  my  family,  was  quite  ready  to  say, 
(cape  in  Greenland)  to  (town  in  Maine),  notwithstanding 
his  (cape  in  Washington  Territory)  on  the  subject  of  my 
bravery. 

3.  —  The  Naughty  (Islands  in  New  York  State). 

There  was  a  lady  named  Mrs.  (a  city  in  New  Brunswick), 
who  had  in  her  charge  (three  islands  in  New  York  State), 
whose  mother  was  (a  sea  in  Europe).  The  eldest  was 
called  a  (city  in  Virginia),  and  the  two  younger  ones  (two 
cities  in  West  Virginia).  Their  father  and  uncle  were  (an 
island  in  Polynesia),  and  had,  from  time  to  time,  sent 
them  a  great  many  presents.  Among  them  was  a  beautiful 
(islands  off  the  western  coast  of  Africa),  a  hat  made  of 
(a  city  in  Italy)  and  a  (river  in  California)  from  the 
(city  in  France)  of  a  (lake  in  Canada),  and  a  scarf-pin 
made  of  (a  sea  in  Polynesia). 

One  (a  lake  north  of  Minnesota)  day  Mrs.  (a  city  in  New 
Brunswick)  went  out  to  buy  three  yards  of  (a  city  in 
Hindostan),  five  pounds  of  (an  Island  in  Canada),  and  two 
pounds  of  (a  river  in  Idaho).     As  soon  as  she  had  gone, 


100         SCHOOLROOM    GAMES    AND    EXERCISES. 

these  (three  islands  in  New  York  State)  thought  there 
would  be  some  (an  island  belonging  to  Denmark)  making 
a  (island  in  New  York  State).  They  could  not  start  it, 
so  they  poured  on  some  (a  country  in  Europe).  Such  a 
blaze !  The  younger  ones  were  frightened,  so  (the  city  in 
Virginia)  threw  on  some  (a  spring  in  Nevada)  water,  that 
quenched  the  (an  island  in  New  York  State).  (The  city 
in  Virginia)  received  a  bad  (a  city  in  Switzerland).  When 
the  fright  was  over,  they  all  declared  they  would  (a  cape 
in  North  Carolina),  and  never  be  found  on  such  a  (river 
in  Germany)  again. 

4. 

Once  upon  a  time  there  lived  a  gentleman  named  Mr. 
(port  in  Australia)  who  had  two  sons,  the  elder  of  whom 
was  named  (port  in  Australia),  and  the  younger  (town  in 
Australia). 

One  day  (port  in  Australia)  and  (town  in  Australia) 
determined  to  go  to  sea,  so  they  embarked  in  a  vessel 
named  the  (river  in  Egypt). 

During  the  voyage  they  had  very  fair  weather,  but 
nothing  particular  occurred.  At  last  they  came  to  some 
islands  in  the  Pacific,  where,  as  the  savages  seemed  very 
(islands  in  the  Pacific)  they  landed  and  were  shown  into 
the  chiefs  hut;  but  after  speaking  to  his  majesty  for  a 
short  time,  they  thought  him  on  the  whole  rather  (islands 
in  the  English  channel)  than  otherwise.  However,  they 
said  to  each  other  that  it  was  best  to  keep  on  good  terms 
with  him;  so,  to  insure  his  friendship,  they  presented 
him  with  an  (province  in  Ireland),  which  he  seemed  to 
take  a  great  fancy  to,  some  (island  near  Inverness)  and 
a  dog  named  (county  in  Ireland),  which  inspired  some  of 
them   with   no   small  fear,  as   they  had  never   seen  any 


PUZZLES    AND    PROBLEMS.  IQl  . 


animal  larger  than  a  rat.  Then,  having  passed  a  pleasant 
evening,  they  were  about  to  take  their  departure,  which, 
however,  they  did  in  a  very  different  manner  from  what 
they  had  anticipated,  for  the  (island  near  Inverness)  having 
got  into  the  chief's  head,  this  gallant  (river  in  Alabama) 
attempted  to  detain  them,  so  they  were  only  too  glad  to 
run  away  in  order  to  escape  his  (cape  in  Scotland). 

They  then  embarked,  and  after  a  very  pleasant  voyage, 
reached  England  safely,  whereupon  (port  in  Australia)  and 
(town  in  Australia)  went  immediately  to  see  their  father, 
who  was  extremely  happy  to  find  that  they  had  returned 
in  safety. 

5.  —  An  (Inland  of  the  East  Indies)  Story. 

We  (lake  in  Ireland)  s  were  not  at  all  a  rich  family,  but 
on  this  particular  day,  you  could  not  have  found  in  the 
whole  town  three  happier  children  than  (river  in  Asia), 
(town  in  Turkey),  and  I. 

We  went  to  (town  in  New  Zealand)  in  the  morning, 
and  the  minister  preached  a  long  sermon  on  (bay  in 
Labrador),  and  told  us  the  legend  of  the  (island  off  the 
coast  of  England)  (one  of  the  Leeward  Islands).  Occasion- 
ally our  thoughts  would  wander  to  the  presents  we  had 
just  received.  Mine  was  a  lovely  (river  of  Mississippi) 
fan,  (town  in  Turkey)'s  a  necklace  of  (cape  of  Madagas- 
car) beads,  with  a  pendant  in  which  was  embedded  a 
tiny  (river  in  Eussia),  and  (river  in  Asia)'s,  a  (one  of  the 
Caroline  islands)  new  sled. 

Our  cousins  (island  off  the  coast  of  Ireland)  and  (river 
in  British  Columbia)  (city  in  Massachusetts)  came  to 
spend  the  evening  with  us,  and  helped  us  to  decorate  the 
rooms  with  (mountain  in  Vermont).     Some  one  expressed 


102  SCHOOLUOOM    GAMES    AND    EXERCISES. 


a  (village  in  Kansas)  to  try  the  sled;  so  as  it  was  (lake 
in  California),  bright  moonlight,  we  put  on  (town  in  Eng- 
land) jackets,  and  sallied  forth  into  the  (river  in  France) 
that  is  behind  the  house.  The  (mountains  in  Africa)  shone 
like  (mountains  in  Africa),  and  the  coast  was  so  slippery 
that  we  met  with  numerous  (river  in  Oregon)  ;  but  we 
were  too  (headland  on  Martha's  Vineyard)  a  (town  in 
England)  to  mind  trifles  ;  we  braved  the  (cape  of  Alaska) 
(river  in  Wyoming)  for  several  hours,  until  at  last  a 
terrific  blast  caused  us  to  make  a  (town  in  Ireland)  for 
the  house. 

6. 

Three  young  ladies  (a  city  in  South  Carolina),  (a  town 
in  the  eastern  part  of  Arkansas)  and  (a  harbor  west  of 
Florida)  were  invited  to  a  ball.  The  eldest  arrayed  her- 
self in  a  dress  of  (a  sea  north  of  Eussia)  silk,  with  a  long 
train,  and  (a  sea  north  of  Australia)  ornaments  on  her 
neck  and  hair.  They  all  said  that  she  looked  like  a 
beautiful  (a  river  of  Australia).  The  second  sister  wore 
a  (bay  in  the  north  of  Michigan)  dress  with  a  (town  in 
the  north  of  France)  lace  overskirt.  The  youngest,  a 
little  blonde  with  (mountain  in  British  America)  curls, 
wore  a  dress  of  white  (city  in  the  south  of  France),  with 
(mountains  in  Pennsylvania)  trimmings.  She  also  wore 
a  waving  (river  of  California)  in  her  hair.  There  was 
about  her  a  faint  (river  in  Prussia)  of  (noted  city  on  the 
Ehine).  She  was  pronounced  the  (island  west  of  France) 
of  the  evening.  The  air  was  (country  in  South  America), 
though  (cape  south  of  Ireland),  and  the  (island  east  of 
Boston)  shone  brightly.  The  young  ladies  were  wrapped 
in  (cape  south  of  Florida)  and  (a  river  in  Pennsylvania). 


PUZZLES    AND    PROBLEMS.  103 


It  was  a  (lake  in  Indiana)  day,  and  (an  island  in  the 
Pacific  Ocean).  The  ground  was  covered  with  (mountains 
of  Africa),  and  we  could  (mountains  of  California)  very 
well.  My  cousins  and  I  coasted  till  we  heard  the  (county 
of  Texas)  ring  for  dinner.  The  (bay  in  the  southern 
extremity  of  Africa)  was  spread  in  grandmother's  dining- 
room.  0,  what  a  sight !  A  roasted  (lake  in  California)  in 
the  centre,  and  hot  biscuits,  —  but  the  (most  populous 
county  in  Illinois)  put  too  much  (a  lake  in  Louisiana)  in 
them  to  suit  me;  some  mince-pies,  with  some  (islands 
near  Borneo)  in  them;  and  many  other  puddings,  etc. 
After  dinner  we  went  up  to  the  garret  to  play;  but  we 
made  such  a  (lake  in  New  York)  that  our  mother  had  us 
come  down.  Old  Doll  was  at  the  gate  with  tinkling  bells, 
and  we  went  home  by  the  light  of  the  (mountains  of 
Africa),  with  hopes  of  another  (town  in  Ohio)  time  at 
grandmother's. 

MISSING    MOUNTAINS. 

The  name  of  some  mountain,  or  chain  of  mountains,  in 
Europe  will  be  found  to  rhyme  with  the  last  word  of  the 
first  line  of  each  couplet. 

1.   If  I  ever  visit  foreign  parts, 

I  should  like  to  see  the  famous  ; 


2.  If  I  wished  for  scenery  wild  and  rural, 
Of  course  I  should  seek  it  in  the  


Or  in  sultry  weather  I'd  take  my  ease 

On  the  snowy  tops  of  the  ; 

Then  if  I'd  go  where  the  grapevine  twines, 
rd  wander  about  the  : 


104  SCHOOLROOM    GAMES    AND   EXERCISES. 

5.  But  if  the  weather  were  cold  and  pkivious, 
'Twould  be  best  to  winter  by  Mount ; 

6.  And  then,  in  search  of  air  still  purer, 
ril  hie  me  to  the  green  Swiss  ; 

7.  And  take  a  look  at  landscapes  Swiss 
While  traversing  the  Mount ; 

8.  And,  as  an  Indian  counts  his  scalps, 
Carve  on  my  stick  the  names  of ; 

9.  Gazing  upon  eternal  snows 

From  the  far  summit  of  Mount ; 

10.  Not  being  ready  with  our  pens. 

We  can't  describe  the  French  ; 

11.  ril  set  myself  a  task  still  harder, 
And  climb  the  Sierra  ; 

12.  ^one  being  so  fond  of  talk  as  us. 
We'll  learn  Circassian  on  the  : 


13.   Too  tired,  though,  to  have  a  talk  on 
The  summit  of  the  lofty  . 


NAMES    OP    MOUNTAINS. 

1.  A  SAD  elevation.  2.  A  waterfall.  3.  An  insurance 
company.  4.  A  help  at  school.  5.  An  English  poet.  6. 
Where  Paul  preached.  7.  A  musical  instrument.  8.  Also 
leisure.  9.  A  fisherman  is.  10.  Paper  not  written  on.  11. 
A  political  meeting  and  ourselves.  12.  A  number,  a  let- 
ter, and  ships  avoid.  13.  A  species  of  dog.  14.  A  hero's 
crown  and  an  elevation.  15.  A  learned  woman.  16.  A 
round  article  and  an  Eastern  ruler.  17.  A  "  mighty " 
instrument,  and  makes  up  a  base-ball  club.  18.  Decides 
cases.  19.  A  dog  bays  at.  20.  Used  in  vegetable  bitters. 
21.  Is  desirable  for  sailing  parties.  22.  Necessary  to  a 
candle,  and  the  noise  of  an  animal.  23.  A  marble,  lively, 
and  a  joint.  24.  Cleansing,  and  a  weight.  25.  A  fish, 
part  of  the  body,  and  a  girl's  name.     26.    A  pronoun,  and 


PUZZLES   AND    PROBLEMS.  105 

a  tool.  27.  To  deface,  and  a  letter.  28.  A  fruit,  a  letter, 
part  of  the  face,  and  a  girl's  name.  29.  An  animal,  a 
letter,  and  a  great  noise.  30.  A  barrel  and  help.  31.  An 
animal  and  dexterity.  32.  Part  of  a  horse's  harness,  and 
where  it  is  placed.  33.  Must  not  go  before  the  horse,  and 
past.     34.  What  one  must  be  who  cannot  guess  this  puzzle. 


NAMES    OP    RIVERS. 

1.  A  NUMBER,  a  vowel,  and  a  division  of  water.  2.  An 
animal  and  cleared  land.  3.  A  vegetable.  4.  A  reptile. 
5.  A  boy's  nickname  and  a  large  insect.  6.  An  American 
writer.  7.  A  color  and  the  name  of  a  tree.  8.  To  lift 
and  a  preposition.  9.  A  color  and  a  rock.  10.  To  burden 
and  earth.  11.  To  rescue  and  a  girl's  name.  12.  A  girl's 
name  and  a  body  of  water.  13.  To  cut  down  grain,  and 
a  bird. 

NAMES    OF    TOWNS. 

1.  Disordered  in  mind  and  to  disencumber. 

2.  A  state  of  opposition  and  a  dentated  instrument. 

3.  Part  of  a  circle  and  a  piece  of  ancient  money. 

4.  State  of  equality  and  part  of  the  verb  to  he. 

5.  Part  of  the  human  body  and  part  of  a  snail. 

6.  Come  to  life  and  the  evergreen  oak. 

7.  Vessels  and  a  bank  to  confine  water. 

8.  A  French  coin  and  a  castle. 

9.  A  young  pike  and  a  male  child. 

10.  To  leap  and  an  expression  in  heraldry. 

11.  A  harbor  and  a  region. 

12.  A  store  and  a  measure  of  weight. 


106  SCHOOLROOM    GAMES   AND   EXERCISES. 


ACROSTICS. 
1. 

An  island  belonging  to,  and  lying  east  of  Massachusetts. 

The  capital  of  south  Australia. 

A  country  of  Northern  Europe. 

A  city  yet  in  existence,  which  was  the  residence  of 
David,  Abraham,  and  the  patriarchs. 

"The  Queen  of  the  Sea." 

The  capital  of  one  of  the  United  States. 

A  city  of  France. 

A  city  of  Switzerland. 

One  of  the  five  great  lakes. 

The  finals  spell  the  name  of  a  state,  the  initials,  its 
capital. 

2. 

A  river  in  Ireland. 

A  river  in  India. 

A  river  in  Eussia. 

The  largest  river  in  Western  Asia. 

A  river  in  France. 

A  river  in  Italy. 

A  river  in  Prussia. 

A  river  in  North  America. 

A  river  in  Siberia. 

The  initials  name  an  important  seaport  in  Europe. 

3. 

A  city  in  Switzerland. 
A  town  in  France. 
A  city  in  Scotland. 


PUZZLES   AND   PROBLEMS.  107 

A  lake  in  North  America. 

A  range  of  mountains  in  Europe. 

A  river  in  Germany. 

The  initials  name  a  country  in  Europe,  and  the  finals 
its  capital. 

4. 

What  all  boys  have  played. 
A  boy's  name. 
Most  women  do. 
A  kind  of  story. 
Obtained  from  whales. 
Used  for  building  purposes. 

The  initials  and  finals  name  two  cities  in  Massachusetts. 

6. 

An  important  city  of  Pennsylvania. 

A  city  of  Turkey  in  Europe. 

An  island  of  Africa. 

A  small  kingdom  of  Europe. 

A  city  of  New  York. 

A  river  and  bay  of  New  Jersey. 

A  city  and  bay  of  Ireland. 

The  initials  name  an  important  commercial  city  of 
Northern  Europe;  the  finals  name  the  country  in  which 
the  city  is  situated. 

6. 

A  city  in  Germany. 

A  city  in  Russia. 

A  town  in  the  Netherlands. 

A  town  in  Scotland. 


108  SCHOOLROOM    GAMES   AND   EXERCISES. 

A  city  in  Italy. 

A  province  in  Switzerland. 

The  initials  and  finals  give  the  names  of  two  celebrated 
musicians. 


One  of  the  West  India  Islands. 
A  cape  in  Spain. 
A  river  in  North  America. 
A  city  in  the  United  States. 
A  city  in  Virginia. 

The  initials  form  the  name  of  a  celebrated  ancient  poet, 
and  the  finals  his  great  work. 

8. 

A  town  of  Thrace. 
One  of  Helen's  suitors. 
A  people  of  Greece. 
Presides  over  the  Muses. 
A  terrestrial  god. 

The  initials  name  the  father  of  the  Pleiades ;  the  finals, 
a  famous  musician. 

9.  —  Shakespearean  Initials. 

The  moon,  in  russet  mantle  clad, 

Walks  o'er  the  dew  of  yon  high  eastern  hill. 

Hamlet. 

0,  what  a  goodly  outside  falsehood  hath ! 

Merchant  of  Venice. 

The  night  is  long  that  never  finds  the  day. 

Macbeth. 


PUZZLES    AND    PROBLEMS.  109 

The  course  of  true  love  never  did  run  smooth. 

Midsummer  NighVs  Dream. 

While  that  the  armed  hand  doth  fight  abroad, 
The  advised  head  defends  itself  at  home. 

King  Henry  V. 

Sweet  mercy  is  nobility's  true  badge. 

Titus  Andronicus. 

Find  who  have  said  these  famous  words,  and  their  initials 

take ; 
The  name  of  one  of  Shakespeare's  plays  you'll  find  that 

they  will  make. 


NUMERICAL    ENIGMAS. 


I  AM  composed  of  thirteen  letters. 

My  9,  6,  11,  7,  13,  is  one  of  the  United  States. 

My  6,  7,  7,  is  a  cape  on  the  Atlantic  coast  of  the  United 
States. 

My  3,  10,  6,  11,  7,  is  a  country  in  Europe. 

My  10,  6,  7,  6,  9,  6,  is  a  celebrated  isthmus. 

My  8,  12,  5,  13,  is  a  lake  in  the  northern  part  of  the 
United  States. 

My  9,  11,  3,  4,  5,  4,  3,  11,  10,  10,  5,  is  a  river  in  the 
United  States. 

My  10,  8,  12,  4,  11,  6,  7,  is  a  gulf  in  Asia. 

My  10,  8,  1,  2,  is  a  country  in  South  America. 

My  10,  6,  12,  5,  3,  is  a  large  city  in  Europe. 

My  whole  is  a  country  in  the  Eastern  Hemisphere. 


110  SCHOOLROOM    GAMES   AND    EXERCISES. 

2. 

I  am  composed  of  seventeen  letters. 

My  8,  17,  1,  12,  7,  6,  5,  is  a  river. 
My  10,  3,  15,  16,  is  a  cape  of  the  United  States. 
My  12,  8,  6,  3,  1,  13,  is  the  name  of  a  town  in  Texas. 
My  3,  1,  11,  5,  is  a  mountain  of  Europe. 
My  14,  12,  7,  3,  8,  is  a  county  of  Virginia. 
My  7,  5,  11,  8,  12,  11,  14,  is  the  capital  of  one  of  the 
United  States. 

My  12,  9,  11,  5,  is  an  island. 

My  17,  6,  14,  12,  3,  16,  8,  is  a  country  of  Africa. 

My  5,  16,  13,  7,  is  a  sea  of  Asia. 

My  11,  5,  1,  13,  6,  is  a  British  colony. 

My  5,  12,  16,  is  an  oasis  in  the  Great  Desert. 

My  1,  13,  16,  is  a  river. 

My  15,  1,  7,  17,  8,  is  a  range  of  mountains  in  Africa. 

My  10,  6,  9,  16,  3,  8,  is  an  island  in  the  Atlantic  Ocean. 

My  1,  9,  16,  16,  3,  8,  is  a  strait. 

My  whole  is  one  of  the  greatest  wonders  of  nature. 

3. 

I  am  composed  of  forty-five  letters. 

My  44,  20,  31,  28,  24,  2,  10,  is  a  group  of  islands  in  Asia. 
My  3,  5,  21,  40,  9,  23,  is  a  city  in  Asia. 
My  4,  32,  42,  39,  is  a  mountain  in  Europe. 
My  16,  41,  2,  8,  13,  12,  is  a  river  in  North  America. 
My  43,  11,  20,  45,  1,  is  a  sea  in  Europe. 
My  37,  31,  14,  39,  6,  is  a  lake  in  Africa. 
My  17,  18,  27,  15,  31,  39,  7,  is  a  cape  projecting  into  the 
Pacific  Ocean. 


PUZZLES   AND   PROBLEMS.  Ill 

My  18,  15,  27,  2,  19,  36,  is  a  lake  in  California. 
My  6,  28,  33,  34,  35,  is  a  strait  in  Europe. 
My  31,  30,  11,  29,  20,  44,  is  a  mountain  in  Germany. 
My  38,  25,  26^  is  a  river  in  India. 

My  whole  is  a  verse  in  the  Book  of  Proverbs. 


We  were  once  at  a  picnic,  for  which  a  name  made  up  of 
twenty-five  letters  furnished  us  with  abundant  supplies. 

For  fish  we  had  7,  9,  15,  21,  11,  23,  16,  4;  12,  13,  23,  20, 
18 ;  and  one  11,  13,  4. 

For  meats  cold,  18,  14,  7 ;  and  something  purporting  to 
be  a  young  15,  18,  2,  20,  21. 

With  this  we  took  a  15,  23,  6,  20,  21,  13,  23. 

For  drinks  there  were  17,  16,  19;  7,  5,  3,  10;  and  6, 
4,  22. 

We  had  also  20,  19,  21,  22 ;  and  12,  2,  16. 

Our  fruits  were  the  12,  16,  6,  20,  18 ;  12,  11,  14,  23 ;  15, 
18,  13,  23,  23,  25 ;  and  24,  12,  12,  3,  16. 

We  finished  with  1,  24,  17,  22,  23 ;  5,  20,  11 ;  and  2,  15, 
11,  20,  23,  16,  24,  8. 

The  twenty-five  letters  form  the  name  of  a  celebrated 
novelist. 

I  am  composed  of  nineteen  letters. 

My  11,  6,  13,  15,  8,  10,  was  a  king  who  was  very  much 
flattered. 

My  11,  19,  12,  7,  1,  16,  3,  4,  was  a  distinguished  general. 
My  7,  2,  4,  8,  18,  13,  was  the  most  noted  of  the  Puritans. 


112  SCHOOLROOM    GAMES    AND    EXERCISES. 

My  14,  15,  10,  16,  13,  16,  3,  10,  6,  13,  18,  17,  saved  her 
husband's  life. 

My  3,  6,  8,  5,  7,  10,  17,  was  an  English  bishop. 
My  11,  9,  6,  15,  11,  16,  19,  was  a  celebrated  poet. 
My  whole  headed  a  long  line  of  kings. 

6. 

I  am  composed  of  twenty-four  letters. 

My  7,  5,  22,  2,  17,  9,  18,  10,  3,  21,  was  first  President. 
My  4,  12,  24,  13,  23,  8,  was  fifth  President. 
My  15,  5,  13,  13,  20,  6,  23,  9,  was  ninth  President. 
My  19,  5,  14,  8,  6,  was   commanding    general   at    Bur- 
goyne's  defeat. 

My  11,  23,  13,  1,  16,  was  the  hero  of  Molino  del  Eey. 

My  whole  is  an  American  historian. 


I  am  composed  of  twenty-one  letters. 

My  19,  9,  21,  20,  10,  15,  was  a  mountain  in  Gaul. 
My  2,  14,  15,  13,  16,  17,  5,  was 'the  son  of  Pelias. 
My  6,  7,  21,  2,  16,  9,  13,  were  a  people  of  Aquitania. 
My  9,  1,  9,  16,  10,  15,  was  a  city  of  the  Volsci. 
My  5,  7,  8,  2,  14,  11,  15,  was  the  goddess  of  the  sea. 
My  1,  7,  14,  4,  21,  was  the  son  of  Vulcan. 
My  3,  20,  18,  17,  13,  was  the  son  of  ^neas. 
My  16,  12,  19,  18,  4,  5,  was  a  Eoman  surname. 
My  21,  9,  8,  9,  20,  1,  11,  2,  was   the   capital  of   the 
Parthians. 

My  15,  14,  1,  7,  19,  3,  2,  was  a  Roman  feast. 
My  14,  15,  9,  10,  9,  was  a  city  of  Etruria. 


PUZZLES    AND    PROBLEMS.  113 

My  9,  6,  11,  11,  13,  was  a  surname  of  Bacchus. 

My  3;  18,  11,  7,  was  the  daughter  of  Numitor. 

My  10,  2,  9,  16,  3,  15,  was  a  country  north  of  the  Po. 

My  6,  7,  1,  14,  2,  was  a  town  of  Numidia. 

My  8,  11,  1,  4,  5,  was  a  river  in  Vindelicia. 

My  whole  was  a  Eoman  poet. 


I  am  composed  of  seventy-six  letters. 

My  14,  3,  46,  24,  was  a  famous  poet,  contemporary  with 
Horace. 

My  11,  2,  18,  10,  19,  27,  was  a  hero  who  fought  in  the 
Trojan  War. 

My  15,  26,  33,  4,  16,  was  another  name  for  Odin. 

My  63,  8,  52,  76,  41,  39,  was  a  German  god,  called  "The 
Good.'' 

My  30,  70,  1,  37,  9,  22,  13,  59,  64,  was  the  sacred  plant 
of  the  Druids. 

My  45,  12,  60,  74,  56,  presided  over  marriage. 

My  25,  73,  53,  57,  42,  75,  was  the  wife  of  Odin. 

My  58,  61,  72,  34,  was  cup-bearer  to  the  gods. 

My  49,  28,  40,  32,  was  called  "The  Thunderer." 

My  38,  67,  52,  31,  23,  was  stolen  by  Paris. 

My  17,  5c>,  20,  29,  5,  was  the  Greek  who  persuaded  the 
Trojans  to  draw  the  wooden  horse  into  Troy. 

My  54,  46,  71,  50,  16,  41,  was  a  Hindoo  deity. 

My  47,  69,  35,  62,  40,  20,  was  a  famous  ferryman. 

My  43,  7,  9,  59,  21,  17,  were  slaves. 

My  48,  35,  68,  51,  71,  is  the  abode  of  departed  spirits. 

My  6,  75,  62,  was  presided  over  by  Mars. 

My  57,  12,  ^^,  14.,  1,  was  a  king  of  Lydia. 


114  SCHOOLROOM    GAMES   AND   EXERCISES. 

My  36,  55  24,  19,  was  a  celebrated  queen  of  Carthage. 
My  44,  53,  71,  33,  14,  60,  was  presided  over  by  Minerva. 

My  whole  is  an  oft-quoted  couplet  written  by  Lord 
Byron. 

9. 

I  am  composed  of  sixty  letters. 

My  21,  6,  25,  48,  43,  45,  53,  59,  was  a  celebrated  princess 
of  Greece. 

My  1,  37,  42,  2,  10,  9,  55,  54,  12,  26,  30,  was  the  son  of 
a  king  of  Egypt. 

My  4,  29,  34,  13,  30,  5,  were  sea-nymphs. 

My  23,  14,  57,  35,  16,  50,  17,  was  a  surname  of  Diana. 

My  20,  8,  44,  18,  56,  21,  54,  19,  was  a  scold. 

My  15,  3,  11,  36,  38,  51,  was  the  mother  of  three  thou- 
sand daughters. 

My  39,  5S,  40,  22,  44,  33,  was  one  of  the  Gorgons. 

My  24,  50,  27,  41,  25,  was  a  giant. 

My  7,  29,  60,  55,  was  a  queen. 

My  32,  52,  46,  19,  4,  were  goddesses. 

My  28,  37,  47,  59,  was  the  daughter  of  Juno. 

My  49,  26,  6,  31,  was  an  Edomite. 

My  whole  is  worth  remembering. 

10. 

I  am  composed  of  twenty-nine  letters. 

My  8,  19,  2,  17,  27,  23,  11,  is  a  poem  by  Burns. 

My  6,  15,  13,  20,  is  a  prominent  character  in  Shake- 
speare. 

My  7,  25,  3,  29,  is  fully  delineated  by  the  great 
dramatist. 


PUZZLES    AND    PROBLEMS.  115 

My  22,  10,  9,  11,  29,  is  a  great  character  in  comedy. 

My  12,  16,  2,  5,  26,  23,  15,  6,  11,  is  a  poem  by  Long- 
fellow. 

My  1,  18,  28,  23,  14,  4,  7,  1,  21,  19,  is  a  famous  poet. 

My  19,  4,  13,  20,  29,  11,  15,  3,  4,  2Q,  is  a  poem  by 
Wordsworth. 

My  11,  24,  15,  1,  7,  13,  is  a  great  name  in  literature. 

My  whole  is  a  quotation  from  Shakespeare. 


CROSS-WORD    ENIGMAS. 
1. 

My  first  is  in  Frank,  but  not  in  Joe ; 
My  second  is  in  deer,  but  not  in  doe ; 
My  third  is  in  infant,  but  not  in  child ; 
My  fourth  is  in  gentle,  but  not  in  mild; 
My  fifth  is  in  cat,  but  not  in  dog; 
My  sixth  is  in  hole,  but  not  in  bog; 
My  whole  is  a  country  in  Europe. 


My  first  is  in  cap,  but  'tis  not  in  the  bow ; 
My  next  is  in  Andrew,  but  'tis  not  in  Joe; 
My  third  is  in  pillow,  but  not  in  the  bed; 
My  fourth  is  in  iron,  but  'tis  not  in  lead; 
My  fifth  is  in  fish,  though  'tis  not  in  eel ; 
My  sixth  is  in  otter,  but  'tis  not  in  seal ; 
My  seventh  is  in  purple,  but  'tis  not  in  blue; 
My  eighth  is  in  one,  but  it  is  not  in  two; 


116  SCHOOLROOM    GAMES   AND   EXERCISES. 

My  ninth  is  in  April,  but  'tis  not  in  June; 
My  tenth  is  in  piano,  but  'tis  not  in  tune ; 
My  whole  is  a  place  which  is  very  well  known, 
On  the  map  of  America  always  'tis  shown. 

3. 

My  first  is  in  stag,  but  not  in  elk; 
My  second  is  in  cream,  but  not  in  milk ; 
My  third  is  in  shoe,  but  not  in  boot ; 
My  fourth  is  in  laugh,  but  not  in  hoot ; 
My  fifth  is  in  hot,  but  not  in  cold; 
My  sixth  is  in  bought,  but  not  in  sold; 
My  seventh  is  in  hornet,  but  not  in  bee ; 
My  eighth  is  in  tied,  but  not  in  free ; 
My  ninth  is  in  shot,  but  not  in  gun; 
My  tenth  is  in  play,  but  not  in  fun; 
My  eleventh  is  in  fish,  but  not  in  eel ; 
My  twelfth  is  in  stern,  but  not  in  keel; 
My  whole  is  the  name  of  an  island. 


My  first  is  in  tin,  but  not  in  zinc; 

My  second  is  in  eye,  but  not  in  blink; 

My  third  is  in  green,  but  not  in  blue ; 

My  fourth  is  in  nothing,  not  even  you; 

My  fifth  is  in  young,  but  not  in  old ; 

My  sixth  is  in  silver,  but  not  in  gold ; 

My  seventh  is  in  moon,  but  not  in  sun; 

My  eighth's  not  in  pistol,  but  always  in  gun ; 

My  whole  is  the  name  of  a  poet  of  fame. 

And  if  you  don't  guess  it,  I  won't  be  to  blame. 


PUZZLES    AND    PROBLEMS.  117 


HIDDEN    NAMES. 
States  and  Territories. 

1.  Is  all  the  ore  gone  in  the  mine  you  delve  ? 

2.  The  columbiad  was  used  in  eighteen  hundred  twelve. 

3.  The  cut — ah  me!  it  smarts  like  flame. 

4.  Louis,  I  anagram  your  name. 

5.  Birds  of  the  north  carol  in  a  dale. 

6.  Birds  of  the  south  carol  in  a  vale. 

7.  Adel  a  war  engaged  in  with  Aden. 

8.  Said  I,  0  wait  for  me,  pretty  maiden ! 

9.  Noah  reached  from  the  ark,  an'  sassafras  picked  he. 

10.  Will  you  go  to  the  Calif,  or  Niagara  to  see  ? 

11.  I  knew  Yorkshire  is  in  England,  did  you  ? 

12.  I  knew  Jersey  is  in  the  English  channel,  too. 

13.  0  doctor,  ill  I  noise  can  bear. 

14.  Sailors  miss  our  Indian  summer  air. 

15.  In  Diana  you  see  a  goddess  fair. 

16.  The  Neva  dashes  a  rushing  race. 

17.  Put  a  comma  in  every  proper  place. 

18.  When  storm-shaken,  tuck  your  pants  in  your  boots. 

19.  Give  Mary  landaus  for  riding,  her  taste  that  suits. 

20.  Once  I  had  a  cot ;  ah,  now  I  have  none ! 

21.  But  oh !  I  ought  never  to  live  alone. 

22.  Two  towns  to  connect,  I  cut  a  railroad  between. 

23.  His  face  was  florid  at  morning  when  seen. 

24.  Thalaba  made  poet  Southey's  fame. 

25.  Eage  or  Giant  Despair  overcame. 

26.  I  shall  do  some  washing  to-night,  she  said. 

27.  Eternal  snows  cover  Mont  Blanc's  head. 


118  SCHOOLROOM    GAMES   AND    EXERCISES. 

28.  It  exasperates  me  to  hear  that  sound. 

29.  Mount  Ida  houses  have  galleries  around. 

30.  Many  a  color  a  dolphin  shows  ere  dead. 

31.  The  common  tanager  is  partly  red. 

32.  I  can  teach  you  to  make  nice  Indian  bread. 

33.  "  Were  the  tastes  of  Penn  sylvan  ?  "  I  asked  of  Ned. 

34.  "Morn  is  dewy;  0  mingle  in  games/'  she  said. 

35.  Come,  Missis,  sip  pigeon-broth  made  at  the  fire. 

36.  EaphaeFs  pictures  of  the  Virgin  I  always  admire. 


Cities,  etc. 

In  the  palmy,  radiant  month  of  May, 

No  other  than  its  opening  day, 

A  boy  walked  over  Montserrat 

To  botanize  for  his  Uncle  Pat. 

Mosses  and  lichens  he  gathered  enough, 

Entangled  with  thorns  and  briers  rough; 

Ocra,  cowslips,  and  lilies  blanc, 

Asters,  pinks,  and  the  rose  verplanc ; 

But  when  from  the  mountain  he  came  down, 

Patrick,  his  uncle,  was  out  of  town ; 

So  he  took  a  staff  or  divining-rod. 

To  search  for  "cities  beneath  the  sod." 

0,  many  a  one  in  the  olden  time 

Was  swallowed  up  for  its  sin  and  crime ; 

And  he  plunged  his  rod  in  here  and  there, 

For  deep  the  buried  cities  Avere ; 

And  sounded  a  cymbal,  because  sound 

Might  shake  those  cities  underground. 

Which  are  chiefly  on  sulphur  and  bitumen  found. 

The  boy  is  trying  to  dig  up 


PUZZLES   AND   PROBLEMS.  119 

Saline  relics,  a  crystal  cup, 

A  tripod  found  in  a  den  of  pitch ; 

The  bronze  vase  that  adorned  a  niche ; 

A  spear  once  used  in  a  giant's  cause, 

Wayfaring  men  it  oft  made  pause ; 

An  amber  necklace  Lot's  wife  wore; 

An  opal  Myra's  finger  bore; 

A  baby  long  since  petrified; 

The  best  of  mothers  mummified; 

A  marble  head —     But  stop  exploring, 

We  all  are  bored  with  so  much  boring. 

Twelve  Capes  of  the  United   States. 

If  earnest  Lu  Case  is  able  to  change  the  codes  and 
manners  of  Charleston  people,  then  rye  should  not  be  made 
into  whiskey,  and  the  mayor  must  look  outside  to  catch 
a  rogue.  Though  the  critics  chatter  as  fast  as  Nero, 
mankind  should  be  uplifted. 

Ten  Rivers  Spelled  Backwards. 

You  would  have  been  of  no  use.  Major,  for,  if  I  hadn't 
found  a  glove,  he  would  have  bled  to  death  under  the 
window.  I  tried  to  stop  Pete,  both  times,  for  I  needed 
him  to  go  to  the  cellar.  Useful  he  was ;  only,  when  he 
brought  the  box  of  salve,  his  life,  you  see,  depended  on 
my  exertions. 

SCATTERED    TOWNS. 

Find  the  name  of  an  important  town  in  the  State  of 
New  York  in  each  of  the  following  sentences,  by  taking 
one  letter  from  each  word: 


120  SCHOOLROOM    GAMES   AND   EXERCISES. 

1.  Strawberries  are  larger  and  sweeter  on  young  plants. 

2.  Tribulation  usually  follows  frivolous  and  lawless  con- 
duct. 

3.  Set  your  shoulders  far  back ;  you  stoop  egregiously. 

4.  Our  pets  require  much  patience. 

5.  Are  you  coming  home  when  school  term  ends,  Sarah  ? 

6.  Will  Constance  have  birthday  cards,  aunty? 

7.  Send  me,  with  Mary's  book,  your  kaleidoscope. 

8.  Flowers  will  bloom  in  rainy  weather. 

9.  Almost  all  boys  like  long  yarns. 


REBUS. 

My  first  is  a  country  in  Asia.  Change  my  head,  and  I 
am  a  small  country  of  Africa.  Behead,  and  I  am  an 
ancient  name  of  a  part  of  Europe.  Prefix  a  letter,  and 
drop  the  last  two  letters,  and  I  become  a  celebrated  river. 
Change  the  last  letter,  and  I  am  a  country  in  Asia. 


BISHOP    OF    OXFORD'S    PUZZLE. 
I  HAVE  a  trunk  with  — 

1.  Two  lids. 

2.  Two  caps. 

3.  Two  musical  instruments. 

4.  Two  established  measures. 

5.  A  great  number  of  things  a  carpenter  cannot   dis- 
pense with. 

6.  I  have  always  about  me  a  couple  of  good  fish. 

7.  A  great  number  of  smaller  ones. 

8.  Two  lofty  trees. 


PUZZLES   AND    PROBLEMS.  121 

9.  Fine  flowers. 

10.  The  fruit  of  an  indigenous  plant. 

11.  Two  playful  animals. 

12.  A  number  of  smaller  and  less  tame  breed. 

13.  A  fine  stag. 

14.  A  great  number  of  whips  without  handles. 

15.  Some  weapons  of  warfare. 

16.  A  number  of  weathercocks. 

17.  The  steps  of  a  hotel. 

18.  The  House  of  Commons  on  the  eve  of  a  division. 

19.  Two  students  and  a  number  of  Spanish  grandees  to 
wait  upon  them. 

20.  A  wooden  box. 

21.  Two  fine  buildings. 

22.  The  product  of  a  camphor  and  caoutchouc  tree. 

23.  Two  beautiful  phenomena. 

24.  A  piece  of  money. 

25.  An  article  used  by  Titian. 

26.  A  kind  of  boat  in  which  balls  are  held. 

27.  An  article  used  crossing  rivers. 

28.  A  fine  pair  of  blades  without  handles. 

29.  Part  of  a  carpenter's  implement. 

30.  A  letter  finished  off  with  bows. 

31.  Secure  fastenings  for  the  whole. 
All  these  are  in  the  human  body. 


SENTENCE    ENIGMA. 

stand     take       to         standing. 
I        you     throw         my 


122  SCHOOLROOM    GAMES   AND   EXERCISES. 


FOR    THE    LATIN    CLASS. 


1.   Make  a  correct  sentence  of  these  words  and  translate 

it:  — 

0 

quid  tuae 

be 

est      biae  ? 

ra 

ra        ra 

es 

et        in 

ram 

ram    ram 

i          i 

2.  Translate:   Equiis  in  stabulum  est  et  non  est. 

3.  Translate:   Malo    malo   in    malo   vivere    quam    cum 
malo. 

4.  Translate:   Mus  cucurrit  plenum  sed 

Contra  meum  magnum  ad. 


CONUNDRUMS. 

1.  What  State  is  round  at  both  ends  and  high  in  the 
middle  ? 

2.  Why  is  Paris  like  the  letter  F? 

3.  Why  is  the  wick  of  a  candle  like  Athens  ? 

4.  What  two  cities  in  France  describe  a  garment  too 
large  in  every  way  ? 

5.  What  sea  would  make  the  best  bedroom? 

6.  Why  is  Ireland  likely  to  become  rich  ? 

7.  Why  is   a  man   looking  through   a  key-hole  like  a 
certain  city  in  China? 

8.  Why  is  Liverpool,  England,  like  benevolence  ? 


PUZZLES   AND   PROBLEMS.  123 

9.  What  two  letters  name  a  county  in  Massachusetts  ? 

10.  Why  is  Ireland  like  a  bottle  ? 

11.  Who  is  our  most  distant  relation? 

12.  Why  should   a   Spaniard  be   the   most  enduring   of 
mortals  ? 

13.  When  is  a  poor  white  like  a  Guinea  negro? 

14.  Why  are  only  mad  men  drowned  in  Paris  ? 

15.  Why  does  an  Englishman  think  Eome  an  unhappy 
city? 

16.  Why  is  Berlin  a  dissipated  city? 

17.  Why  is  Boston  like  a  swan  ? 

18.  Why  is  Egypt  like  the  city  of  New  York? 

19.  What  island  of  New  York  does  one  seek  in  a  shower  ? 

20.  What  river  does  a  hungry  horse  like  ? 

21.  What  cape  on  the  Atlantic  coast  is  used  for  food? 

22.  What  cape  is  often  used  as  a   caution? 

23.  What  lake  pretends  to  be  level  land  ? 

24.  What  town  is  dangerous  for  animals  with  fins  ? 

25.  Why  is  Connecticut  not  afraid  of  the  measles? 

MISCELLANEOUS    PROBLEMS. 

1.  Arrange  the  nine  digits  and  a  cipher  in  four  ways,  so 
that  each  time  their  sum  shall  be  100. 

2.  Divide  12  pints  of  liquid  in  a  barrel  equally  between 
two  persons,  with  only  a  seven-pint  and  a  five-pint  measure. 

3.  A  man  wished  to  carry  a  fox,  a  goose,  and  a  peck 
of  corn  over  a  river,  but  could  take  only  one  at  a  time. 
If  he  took  the  corn,  the  fox  would  eat  the  goose;  if  he 
took  the  fox,  the  goose  would  eat  the  corn.  How  could 
he  get  them  all  across  ? 

4.  A  gentleman  once  visited  a  prisoner,  and  some  one 


124  SCHOOLROOM    GAMES    AND   EXERCISES. 

inquired  if  they  were  related.  The  visitor  answered, 
"Brother  and  sister  have  I  none,  yet  this  man's  father  is 
my  father's  son."  What  relation  was  the  visitor  to  the 
prisoner  ? 

5.  A  snail  was  at  the  bottom  of  a  cistern  twenty  feet 
deep.  He  climbed  three  feet  each  day,  but  fell  back  two 
feet  every  night.  How  many  days  would  it  take  him  to 
reach  the  top  of  the  cistern  ? 

6.  The  hands  of  a  clock  are  exactly  together  at  12 
o'clock.     When  will  they  be  together  again  ? 

7.  What  is  the  difference  between  six  dozen  dozen,  and 
a  half  a  dozen  dozen  ? 

8.  Put  down  four  nines  so  that  they  will  make  100. 

9.  A  squirrel,  finding  a  box  containing  nine  ears  of  corn, 
took  away  three  ears  a  day.  How  long  was  he  in  carrying 
away  the  corn  ? 

10.  There  is  a  number  which  reads  from  right  to  left 
and  from  left  to  right  the  same.  Its  first  two  figures, 
if  divided  by  a  certain  number,  give  a  quotent  of  9 ;  the 
two  numerals  at  the  right,  if  divided  by  a  certain  number, 
give  a  quotent  of  9.  If  the  whole  number  is  divided  by 
9,  the  quotent  contains  a  9.  If  the  whole  number  be 
multiplied  by  9,  the  product  contains  two  9's.  And  if  the 
two  numerals  at  the  left  be  placed  under  the  two  at  the 
right,  and  added  to  them,  the  sum  will  be  one-nineteenth 
of  the  whole  number.     What  is  the  number  ? 

11.  How  can  a  man  plant  19  trees  in  9  straight  rows, 
having  5  trees  in  each  row  ? 

12.  A  convent  was  arranged  with  square  cells  on  all 
sides  opening  into  a  central  hall  as  in  the  diagram. 
Three  monks  occupied  each  cell,  but  the  abbot  in  charge 
suspected  that  they  sometimes  left  the  building  without 


PUZZLES    AND    PROBLEMS. 


125 


permission.  In  his  nightly  rounds,  he  therefore  counted 
them,  and  if  he  found  nine  men  in  each  of  the  four 
rows  of  cells  he  was   satisfied   that  all  was   right.     The 


3        3        3 
3  3 

3        3        3 


monks  learned  this  and  took  advantage  of  it.  One  evening 
six  of  them  went  away,  but  the  others  arranged  them- 
selves so  that  the  abbot  found  nine  in  a  row  as  usual. 
Another  day  they  had  four  visitors,  and  the  next  even- 
ing four  returned  their  call;  but  still  the  rows  counted 
up  the  same.  At  another  time  eight  friends  were  with 
them,  and,  finally,  grown  very  bold,  they  entertained 
twelve  guests ;  but  still  the  abbot  counted  nine  in  a 
row.     How  could  this  be? 


13.  This  square  contains  thirty-six  small  squares. 
Place  six  dots,  one  in  a  square,  so  that  no  two  shall  be 
in  the  same  row  of  squares,  either  diagonally  or  at  right 
angles. 


126 


SCHOOLROOM    GAMES   AND   EXERCISES. 


14.  This  diagram  represents  two  connected  squares. 
How  can  they  be  reduced  to  a  single  square  by  making 
two  straight  cuts? 


Key  to  Puzzles  and  Problems. 


Character  Hints. 

1.  Adam.  2.  Benjamin  Franklin.  3.  Sir  Isaac  Newton. 
4.  Wolsey,  Richelieu,  Mazarin.  5.  Martin  Luther.  6. 
Shakspeare.  7.  Lord  Bacon.  8.  John  Brown.  9.  Julius 
Caesar.  10.  Columbus.  11.  John  Smith.  12.  Elizabeth. 
13.  Joan  of  Arc.  14.  Man  with  Iron  Mask.  15.  King 
Alfred.  16.  Methuselah.  17.  Abraham  Lincoln.  18.  Al- 
exander. 19.  John  Milton.  20.  Guy  Fawkes.  21.  Napo- 
leon. 22.  Charles  Dickens.  23.  Livingstone.  24.  Thomas 
a  Becket.  25.  Mary,  Queen  of  Scots.  26.  Eli  Whitney. 
27.  Edison.  28.  Thomas  Jefferson.  29.  Amerigo  Ves- 
pucci.    30.   De  Lesseps.     31.   Voltaire. 

Historical  Anecdote. 

Richard  Coeur  de  Lion,  Richard  I.,  England,  Henry  II., 
Crusade,  Palestine,  1191,  Philip  Augustus,  France,  Holy 
Land,  Philip  Augustus,  Richard,  Leopold,  Austria,  St.  Jean 
d'Acre,  England,  Richard,  Leopold,  Henry  VI.,  Germany, 
Richard,  Austria,  Leopold,  Richard,  Henry  VL,  John 
Lackland,  England,  Richard,  Blondel,  England,  Henry  VL, 
Eighteen. 

Ellipses. 

1.  Swift,  Howitt,  Hogg,  Field,  Bacon,  Lamb,  Browning, 
Cook,  Burns. 


128  SCHOOLROOM    GAMES   AND   EXERCISES. 

2.  Young,  Gay,  Hood,  Lamb,  Field,  Gray,  Fox,  Hunt, 
Home,  Lingard,  Wordsworth,  Steele. 

Puzzle  Story, 

Hannah,  Bab,  Ada,  Eve,  Anna,  Nan,  Lil,  Bob,  Otto, 
Noon,  Sis,  Madam,  Tenet,  Nun,  Pup,  Tot,  Gog,  Peep,  Deed, 
Minim,  Eye,  Gig,  Civic,  Aha,  Gig,  Tut-tut,  Mam,  Level, 
Tat,  Did,  Eedder,  Toot,  toot.  Gag,  Ewe,  Pip,  Pop. 

Geography  Stories. 

An  unfortunate  bridal  tour  in  (islands  of  the  Pacific 
Ocean).  1.  James,  White,  Negro,  Baker,  Sandwich,  Nice 
(niece),  George,  Brown,  Florence,  Austin,  Havana  (have 
Anna),  Charlotte,  Havre  (have  her),  Scilly,  Horn,  Moose- 
head,  Grand,  Oyster,  Orange,  Spice,  Salmon,  Turkey, 
Seine,  Tulle,  Leghorn,  Hood,  Canary,  Yellow,  Danger, 
E-ainy,  Smoky,  Long,  Crooked,  Fear,  Lookout,  Lyons,  Little 
Kock,  Black,  Blue  Eidge,  Coral,  Worms,  Cod,  Land's  End, 
Bath,  Danger,  Wales,  Newark,  Maine,  Adriatic  (a  dry 
attic).  May,  Fairweather. 

2.  Snake,  Gardiner,  Dexter,  Fairweather,  Bowling 
Green,  Lacrosse,  Highgate,  Start,  Wheeling,  Banks,  Catas- 
trophe, Clew,  Lonely,  Black,  Snake,  Yellow,  Gardiner, 
Little  Eock,  Snake,  False,  Flinders,  Eureka,  Charlotte, 
Encounter,  Save,  Clear,  Peace,  Eace,  Spires,  Eeunion,  Fare- 
well, Gardiner,  Flattery. 

3.  Three  Brothers,  St.  John,  Three  Brothers,  Dead, 
Chesterfield,  Moorefield,  Winfield,  Navigators,  Canary, 
Leghorn,  Feather,  Brest,  Swan,  Coral,  Eainy,  St.  John, 
Cashmere,  Sugar,  Salmon,  Three  Brothers,  Funen  (fun  in) 
Fire,  Greece,  Chesterfield,  Boiling,  Fire,  Chesterfield, 
Berne,  Lookout,  Spree. 


KEY    TO    PUZZLES    AND    PROBLEMS.  129 

4.  Jackson,  Philip,  Sidney,  Philip,  Sidney,  Nile, 
Friendly,  Scilly,  Ulster,  Eum,  Carlow,  Eum,  Warrior, 
Wrath,  Philip,  Sidney. 

5.  Allen,  Lena,  Sophia,-  Christchurch,  Comfort,  Sophia, 
Amber,  Bug,  Lena,  Strong,  Clare,  Jarvis,  Worcester,  Holly, 
Desire,  Clear,  Ulster,  Lot,  Moon,  Crystal,  Falls,  Gay, 
Crewe,  Icy,  Wind,  Eush. 

6.  Florence,  Helena,  Charlotte,  White,  Coral,  Darling, 
Green,  Alen9on,  Brown,  Tulle,  Blue,  Feather,  Oder,  Co- 
logne, Belle,  Chili  (chilly).  Clear,  Moon,  Sable,  Beaver. 

7.  Clear,  Christmas,  Snow,  Coast,  Bell,  Table,  Goose, 
Cook,  Soda,  Spice,  Eacket,  Moon,  Pleasant. 

Missing  Mountains. 

1.  Hartz.  2.  Ural.  3.  Pyrenees.  4.  Apennines.  5. 
Vesuvius.  6.  Jura.  7.  Cenis.  8.  Alps.  9.  Eose.  10. 
Cevennes.  11.  Sierra  Nevada.  12.  Caucasus.  13.  Bal- 
kan. 

Names  of  Mountains. 

1.  Blue  Eidge.  2.  Cascade.  3.  ^tna.  4.  Atlas.  5. 
Hood.  6.  Mars  Hill.  7.  Organ.  8.  Andes  (and  ease). 
9.  Hooker.  10.  Blanc.  11.  Caucasus.  12.  Teneriffe  (reef). 
13.  Sheep.  14.  Laurel  Eidge.  15.  Mitchell.  16.  Balkan 
(khan).  17.  Apennine.  18.  Jura.  19.  Moon.  20.  Bitter 
Eoot.  21.  Fairweather.  22.  Wicklow.  23.  Alleghany 
(alley,  gay,  knee).  24.  Washington.  25.  Carpathian  (carp, 
a  thigh,  Ann).  26.  Ural.  27.  Marcy.  28.  Appalachian 
(apple,  h,  eye,  Ann).  29.  Katahdin.  30.  Cascade.  31. 
Catskill.     32.  Saddleback.     33.  Cartago.     34.  Green. 


130         SCHOOLROOM    GAMES    AND    EXERCISES. 

Names  of  Rivers. 

1.  Tennessee.  2.  Deerfield.  3.  Onion.  4.  Snake.  5. 
Tombigbee.  6.  James.  7.  Eoanoke.  8.  Eaisin.  9.  Yel- 
lowstone. 10.  Cumberland.  11.  Savannah.  12.  Genesee. 
13.  Mohawk. 

Names  of  Towrns. 

1.  Madrid.  2.  Warsaw.  3.  Archangel.  4.  Paris.  5. 
Leghorn.  6.  Bornholm.  7.  Potsdam.  8.  Frankfort.  9. 
Jackson.     10.  Springfield.     11.  Portland.     12.  Stockton. 

Acrostics. 

1.  NantuckeT,  AdelaidE,  SwedeN^  HebroN,  YenicE, 
Indianapolis,  LimogeS,  LucernE,  EriE.  2.  LeE,  InduS, 
YolgA,  Euphrates,  EhonE,  PO,  OdeE,  OhiO,  LenA.  3. 
GenevA,  EocheforT,  EdinburgH,  EriE,  CarpathialSr,  EmS. 
4.  BalL,  Otto,  SeW,  TalE,  OiL,  NaiL.  5.  HarrisburG, 
AdrianoplE,  MadagascaE,  BelgiuM,  UticA,  EaritalST, 
GalwaY.  6.  MunicH,  OdessA,  ZutphelST,  Abbottsford, 
EomE,  TyroL.  7.  Haytl,  OrtegaL,  Missouri,  ElmirA, 
EichmonD.  8.  AbderA,  TeuceE,  Locrl,  ApollO,  SaturN. 
9.    Horatio,  Antonio,  Malcolm,  Lysander,  Exeter,  Tamora. 

Numerical   Enigmas. 

1.  Eussian  Empire.  2.  The  Falls  of  Niagara.  3.  Hatred 
stirreth  up  strife,  but  love  covereth  all  sins.  4.  William 
Makepeace  Thackeray.  5.  William  the  Conqueror.  6. 
Thomas  Wentworth  Higginson.  7.  Caius  Yalerius  Catul- 
lus. 

8.    Seven  wealthy  towns  contend  for  Homer  dead 

Through  which  the  living  Homer  begged  his  bread. 


KEY    TO    PUZZLES    AND    PROBLEMS.  131 


9.  Blessed  are  they  that  expect  nothing,  for  they  shall 
not  be  disappointed.  10.  Love  all ;  trust  a  few ;  do 
wrong  to  none. 

Cross- Word  Cnigmas. 

1.  France.  2.  California.  3.  Great  Britain.  4.  Tenny- 
son. 

Hidden  Names. 
States  and  Territories. 

1.  Oregon.  2.  Columbia.  3.  Utah.  4.  Louisiana.  5. 
North  Carolina.  6.  South  Carolina.  7.  Delaware.  8. 
Iowa.  9.  Kansas.  10.  California.  11.  New  York.  12. 
New  Jersey.  13.  Illinois.  14.  Missouri.  15.  Indiana. 
16.  Nevada.  17.  Maine.  18.  Kentucky.  19.  Maryland. 
20.  Dakota.  21.  Ohio.  22.  Connecticut.  23.  Florida. 
24.  Alabama.  25.  Oeorgia.  26.  Washington.  27.  Ver- 
mont. 2S.  Texas.  29.  Idaho.  30.  Colorado.  31.  Montana. 
32.  Indian.  33.  Pennsylvania.  34.  Wyoming.  35.  Mis- 
sissippi.    36.  Virginia. 

Cities,  Etc. 
Palmyra,  Dover,  Vermont,  Patmos,  Eden,  Ghent,  Cracow, 
Lancaster,  Stafford,    Sodom,  Crimea,  Balbec,   Atri,   Aden, 
Hebron,  Dan,    Anam,  Berne,  Palmyra,   Babylon,   Thebes, 
Marblehead. 

Twelve  Capes. 
Fear,  St.  Lucas,  Sable,  Cod,  Ann,  Charles,  Henry,  May, 
Lookout,  Haro,  Hatteras,  Eoman. 

Ten  Rivers  Spelled  Backwards. 
James,   Volga,   Elbe,    Eed,   Po,    Obe,    Ural,   Fox,    Dee, 
Pedee. 


132  SCHOOLROOM    GAMES    AND    EXERCISES. 

Scattered  Cities. 

1.  Saratoga.  2.  Buffalo.  3.  Syracuse.  4.  Utica.  5. 
Eochester.  6.  Ithaca.  7.  New  York.  8.  Elmira.  9. 
Albany. 

Rebus. 

Siberia,  Liberia,  Iberia,  Tiber,  Tibet. 

Bishop  of  Oxford's  Puzzle. 

1.  Eye-lids.  2.  Knee-caps.  3.  Drums  (of  the  ears).  4. 
Feet.  5.  Nails.  6.  Soles  (of  the  feet).  7.  Mussels 
(muscles).  8.  Palms.  9.  Tulips  (two  lips).  10.  Ears  (of 
corn).  11.  Calves.  12.  Hares  (hairs).  13,  Hart  (heart). 
14.  Lashes.  15.  Arms.  16.  Vanes  (veins).  17.  In(n)- 
step.  18.  Ayes  and  Noes.  19.  Two  pupils  and  tendons. 
20.  Chest.  21.  Temples.  22.  Gum.  23.  Iris  (the  rain- 
bow). 24.  Crown.  25.  Palette  (palate).  26.  Scull  (skull). 
27.  Bridge.  28.  Shoulder-blades.  29.  Teeth  (of  a  saw). 
30.  Elbows.     31.  Locks. 

Sentence. 

I  understand  you  undertake  to  overthrow  my  under- 
standing. 

For  the  Latin  Class. 

1.  0  super-he,  quid  super-Q^t  tuae  super-hmQ  ?  Ter-ra  es, 
et  in  ter-T^m  i-Ms.  O  proud  man,  what  remains  of  thy 
pride  ?     Dust  thou  art,  and  unto  dust  thou  shalt  return. 

2.  The  horse  is  in  the  stable  and  is  not  eating. 

3.  I  prefer  to  live  on  an  apple  on  a  mast  rather  than 
with  a  bad  man. 

4.  A  mouse  ran  full  but  (butt)  against  my  great  to 
(toe). 


KEY    TO    PUZZLES    AND    PROBLEMS.  133 

Conundrums. 

1.  Ohio.  2.  It  is  the  capital  of  Erance.  3.  It  is  in  the 
midst  of  Greece.  4.  Toulouse  and  Toulon  (too  loose  and 
too  long).  5.  Adriatic  (a  dry  attic).  6.  Because  its 
capital  is  always  Dublin.  7.  He  is  Pekin.  8.  It  is 
founded  on  Mersey  (mercy).  9.  SX.  10.  Because  it  con- 
tains a  cork.  11.  Our  Aunt  Tipodes.  12.  Because  he  loves 
S(pain).  13.  When  he  lives  in  Ashantee.  14.  Because 
all  the  drowned  are  in  Seine.  15.  Because  it  'as  so  many 
'ills.  16.  It  is  always  on  a  Spree.  17.  It  has  a  long  Neck. 
18.  Because  it  is  a  Nile  land  (an  island).  19.  Shelter. 
20.  Hay.  21.  Cod.  22.  Lookout.  23.  Champlain.  24. 
Fishkill.     25.    Because  it  is  Haddam  (had  'em). 

Miscellaneous  Problems. 

1.   80  +  19  +  fJ  +  f  =  100. 
2A +  9711-100. 
69  +  |  +  tV  +  23  +  7  =  100. 
92  +  7|t  +  A  =  100. 


12pt.  dish. 

5pt.  dish. 

7pt.  dish. 

12 

0 

0 

7 

5 

0 

7 

0 

5 

2 

6 

6 

2 

3 

7 

9 

3 

0 

9 

0 

3 

4 

6 

3 

4 

1 

7 

11 

1 

0 

11 

0 

1 

6 

5 

1 

6 

0 

6 

134 


SCHOOLROOM    GAMES   AND    EXERCISES. 


3.  First  the  goose,   then   the   corn,   bringing  back   the 
goose,  then  the  fox,  lastly  the  goose. 

4.  Father. 

5.  Seventeen. 

6.  6^^  minutes  after  1  o'clock. 

7.  792. 

8.  99|. 

9.  Nine  days ;  he  took  his  own  ears  each  time. 

10.  1881. 

11.  In  the  form  of  a  six-pointed  star,   having  the  rows 
extend  from  each  point  to  the  three  most  distant  points. 

12. 


3 

3 

3 

5 

0 

4 

2 

5 

2 

3 

3 

0 

0 

5 

5 

3 

3 

3 

4 

0 

5 

2 

5 

2 

4 

1 

4 

1 

7 

1 

0 

9 

0 

1 

1 

7 

7 

9 

9 

4 

1 

4 

1 

7 

1 

0 

9 

0 

KEY   TO   PUZZLES   AND   PROBLEMS. 


135 


13. 


14. 


/ 

/ 

/ 

/ 
/ 

/ 

/ 

# 

/ 

/ 
/ 

/ 
/ 

/ 

# 
i 

^^ 


"^^4' 


"AN    ADMIRABLE   BOOK." 

The  Travelling  Law  School 
and  Famous  Trials. 

[FIRST  LESSONS  IN   GOVERNMENT  AND  LAW.] 

By  BENJAMIN  VAUGHAN  ABBOTT,  LLD. 


INTRODUCTION   PRICE         .       .       .       60  CENTS. 


The  author  has  packed  into  the  two  hundred  and  twenty-eight 
pages  of  this  volume  about  as  much  practical  and  important  in- 
formation as  they  can  well  hold.  Although  it  is  put  in  form  espe- 
cially for  the  instruction  and  information  of  young  readers,  there 
is  no  person  outside  the  legal  profession  who  may  not  learn  from 
it  something  he  did  not  know  before,  touching  the  laws  of  the 
country  in  themselves,  as  well  as  concerning  his  own  rights  and 
privileges  under  them.  In  the  opening  paper  the  author  treats 
upon  the  nature  of  governments  —  national,  state,  and  local  — 
and  shows  why  they  are  all  necessary.  He  further  describes  the 
manner  in  which  laws  are  made  and  administered.  The  plan  of 
the  book  presupposes  a  party  of  young  law  students  travelling 
from  Boston  to  Washhigton,  stopping  on  the  way  at  Philadelphia 
and  New  York.  They  are  under  the  guidance  of  a  teacher,  who 
loses  no  opportunity  of  impressing  upon  them  lessons  in  their 
profession  during  their  journey.  For  instance,  he  explains  to 
them  the  legal  rights  of  a  passenger  over  a  railroad,  and  supposes 
certain  contingencies  where  questions  of  right  would  come  up  be- 
tween travellers  and  the  corporation.  An  important  paper  is  de- 
voted to  "  Bargains  and  Business,"  and  another  to  "Money  and 
Banks."  A  second  part  of  the  volume  is  devoted  to  an  account  of 
some  famous  trials  in  this  country  and  Europe. 


From  the  Literary  World, 

'*  The  author's  object  is  to  give  a  series  of  first  lessons  on  forms  of 
government  and  principles  of  law.  This  is  done  by  means  of  a  very 
slight  framework  of  imagination,  a  large  amount  of  anecdote  and  illus- 


tration,  a  singularly  lucid  explanatory  style,  and  a  fullness  of  knowledge 
that  *  backs '  the  narrative  with  manifest  strength.  The  Travelling  Law 
School  is  a  fictitious  body,  taken  about  from  place  to  place ;  all  the  ob- 
jects and  experiences  encountered  on  the  journey  being  examined  in  their 
legal  aspects  and  relations,  and  their  functions  as  such  pointed  out. 
Things  that  one  can  own  are  discriminated  from  things  that  are  common 
property ;  Boston,  New  York,  and  "Washington  .are  differentiated  in  their 
civil  and  x>olitical  bearings ;  the  laM^s  of  the  streets  and  the  railroads,  of 
money  and  the  banks,  of  wills,  evidence,  fraud,  and  so  forth  and  so  on, 
are  expounded  by  means  of  '  famous  trials,'  and  otherwise  in  an  ingenious, 
always  entertaining,  and  thoroughly  instructive  manner.  We  do  not  see 
why  a  course  of  instruction  along  the  line  of  such  topics  as  these  would 
not  be  a  wise  feature  in  many  schools  of  the  higher  grade,  for  which  Mr, 
Abbott's  book  would  be  an  admirable  text-book.  The  study  of  such  a 
book  would  be  in  the  nature  of  a  recreation,  so  full  is  it  of  matters  of 
living  interest,  while  of  its  practical  value  there  could  be  only  one  opinion. 
Structurally  it  is  in  two  parts,  the  second  of  which,  entitled  *  Famous 
Trials,'  is  separately  paged." 


From  the  N.  Y.  Daily  Sun, 

*'  The  book  is  ostensibly  written  for  boys,  but  it  may  be  heartily  com- 
mended to  adult  readers  of  both  sexes.  It  is  surprising  how  much  sound 
law  the  author  manages  to  insinuate  in  the  guise  of  interesting  incidents 
and  pleasing  anecdotes.  Even  they  who  are  sickened  by  the  scent  of 
sheepskin  and  law  calf,  and  who  would  as  soon  think  of  entering  on  a 
course  of  Calvinistic  theology  as  on  a  study  of  jurisprudence,  will  imbibe 
through  the  author's  cheerful  narrative  a  good  many  useful  notions  of 
their  legal  rights  and  duties,  just  as  children  are  persuaded  to  swallow  an 
aperient  in  the  shape  of  prunes  or  figs. 

"In  *  The  Travelling  Law  School,'  as  the  name  implies,  the  reader  is 
invited  to  accompany  a  i)arty  of  young  students  in  a  tour  through  several 
of  the  Atlantic  States,  the  incidents  of  the  journey  suggesting  succinct 
accounts  of  the  main  features  of  federal,  state,  and  municipal  law.  A 
much  larger  sum  of  information  can  be  thus  informally  conveyed  in 
about  a  hundred  pages  than  would  at  first  sight  be  deemed  possible; 
and  notwithstanding  the  suspicion  with  which  lawyers  are  apt  to  regard 
the  transmission  of  knowledge  through  such  a  pleasant  medium,  we  are 
able  to  vouch  in  this  instance  for  its  accuracy.  We  have  been  particu- 
larly struck  by  the  light  which  the  author  manages  to  throw,  in  a  quick, 
unaffected  way,  on  the  characteristic  features  of  the  American  Constitu- 
tion. This  he  does  by  illustrations  drawn  from  the  organic  laws  of  other 
countries  possessing  parliamentary  institutions,  and  his  references,  on  the 
whole,  are  singularly  exact,  though  he  might  perhaps  have  laid  more 
stress  on  the  centralizing  tendencies  which  survive  in  the  executive 
branch  of  the  French  re])ublican  government. 

"  The  plan  followed  in  *  Famous  Trials '  is  to  take  a  given  topic,  like 
forgery,  confessions,  mistaken  identity  or  circumstantial  evidence,  and  to 
illustrate  the  points  best  worth  remembering  by  some  actual  and  interest- 
ing case  in  which  they  were  strikingly  brought  out." 


The  Interstate  Publishing  Company, 

366  Washington  Street,  Boston.  183,  185,  187  Wabash  Ave.,  Chicago. 


THE  NATURAL  ARITHMETIC. 

By  Zalmon  Richards,  A.  M. 

PRINCIPAL    OF    THE    ECLECTIC    SEMINARY,    WASHINGTON,    D.  C. 


In  offering  The  Natural  Aritlinietic  for  use  in  schools,  all  that  is 
asked  for  it  is  a  careful  and  unbiased  examination  by  those  competent  to 
pass  judgment  on  an  arithmetical  text-book. 

It  is  simple^  thorough,  2ind  practical.     It  is  b7'ief  and  inexpensive. 

It  has  been  prepared  to  meet  the  pressing  demands  of  the  times.  It  is 
based  upon  a  few  well-known  facts,  not  usually  recognized  by  other  authors. 

1st,  That  the  essential  principles  of  arithmetic  are  fezo;  that  there  are 
only /our  kinds  of  numbers  in  common  use ;  viz :  first,  units  of  whole  num- 
bers, or  integers  ;  second,  units  of  tenths,  or  decimals  ;  third,  units  of  vary- 
ing names,  or  common  fractio7is ;  and,  fourth,  units  of  different  names  ex- 
pressed in  combination,  or  denominate  ^lumbers. 

2d,  That  there  are  ovXy  four  ways  or  methods  of  using  each  of  these  four 
kinds  of  numbers :  Firsts  the  adding  of  all  kinds  of  numbers ;  second,  the 
subtracting  of  all  kinds  of  numbers;  third,  the  mtcltiplying  of  all  kinds  of 
numbers ;  fotirth,  the  dividing  of  all  kinds  of  numbers. 

This  makes  up  all  there  is  of  pure  arithmetic ;  and,  therefore,  the  mas- 
tery of  arithmetic  requires,  yfrj-/,  the  ability  to  read  understandingly  all  these 
kinds  of  numbers  ;  second,  the  ability  to  add  them ;  third,  the  ability  to  sub- 
tract them ;  fourth,  the  ability  to  multiply  them ;  fifth,  to  divide  them ;  and, 
sixth,  to  apply  them  to  the  various  demands  of  life. 

But  to  become  accurate  and  rapid  in  the  operations  of  arithmetic,  every 
pupil  must  be  taught  always  to  bear  in  mind  {a)  the  real  meaning  of  the 
numbers  to  be  used ;  {b)  that  all  numbers  to  be  compared  with  each  other 
must  have  the  sanie  deno7ni7iate  value  and  the  sa^ne  name. 

Under  these  conditions  they  can  be  used  as  simple,  whole  numbers ;  and 
by  the  observance  of  them  The  Natural  Arithmetic  will  simplify  and 
shorten  the  study  of  all  kinds  of  fractioiis,  and  will  remc  /e  more  than  half 
the  difficulties  in  applying  the  principles  of  percentage.  Every  essential 
principle  of  arithmetic,  from  the  idea  of  tmity  to  mensuration  of  all  common 
surfaces  and  solids,  is  embraced  in  about  130  pages. 

There  are  also  sufficient  illustrations  for  any  ordinary  pupil  under  the 
instructions  of  properly  qualified  teachers.  Every  teacher  can  readily  under- 
stand and  master  the  principles  and  methods,  and  will  soon  become  de- 
lighted with  the  book. 

The  results  of  using  the  book  will  be  seen  as  follows :  — ^ 

1.  The  subject  of  arithmetic  will  be  mastered  in  o?te-half  t\iQ  time  usually 
allotted  to  the  study  of  it. 

2.  The  pupils  will  acquire  a  clearer  idea  of  arithmetic,  and  a  greater 
facility  in  applying  its  principles,  than  is  usual. 


3-  When  the  pupils  have  mastered  the  work,  they  will  feel  confident  that 
they  understand  the  essential  principles  of  arithmetic. 

4.  Not  only  will  much  time  be  saved  in  using  this  book,  but  three-fourths 
of  the  usual  expense  for  books  on  this  subject  will  be  avoided. 

5.  Any  ordinary  person  of  mature  mind  can  master  the  subject  of  arith- 
metic, by  using  this  book,  without  the  aid  of  a  teacher. 

6.  Teachers  who  will  use  this  book  carefully  will  find  the  work  of  teach- 
ing arithmetic  much  easier  and  pleasanter  than  when  using  other  works. 


A  FEW  TESTIMONIALS. 

"  This, book  is  a  *  Multum  in  Parvo; '  but  contains  every  essential  arithmetical  principle  nec- 
essary for  our  youth  to  learn;  clearly  demonstrated  in  122  pages."  — .A^,  Y.  School  Journal. 

**  If  the  man  who  causes  two  blades  of  grass  to  grow  where  but  one  grew  before  is  a  ben- 
efactor to  his  race,  he  who  simplifies  and  shortens  the  road  to  knowledge  is  not  less  so.  And 
this  is  what  our  townsman's  little  work  does.  While  it  is  prepared  especially  for  elementary 
schools,  it  really  seems  to  contain  and  explain  about  all  the  arithmetical  principles  absolutely 
necessary  in  carrying  on  the  common  pursuits  of  life,  and  if  it  receives  the  recognition  its 
merits  deserve,  it  will  speedily  take  its  place  among  the  standard  text-books  of  the  country."  — 
Washington  Evening  Star. 

**  It  might  well  have  for  its  legend  *  multum  in  parvo.'  You  have  succeeded  in  clearly 
presenting  all  the  essential  principles  of  arithmetic,  and  their  applications,  within  the  compass 
of  one  small  and  inexpensive  book.  Your  long  experience  in  the  school-room  has  enabled  you 
to  make  many  practical  suggestions  which  will  be  very  valuable  to  teachers.  I  am  glad 
to  see  one  text-book  on  arithmetic  that  contains  no  useless  or  worse  than  useless  matter,  and 
this  feature  of  yours  will  commend  it  to  a  wide  field  of  usefulness." —  J.  Onnond  JV/lson, 
Washington^  D.  C 

•'  I  have  looked  through  The  Natural  Arithmetic,  and  am  prepared  to  commend  its  gen- 
eral plan.  I  have  long  been  opposed  to  the  excessive  amount  of  time  consumed  in  public 
schools  in  the  study  of  arithmetic,  and  I  welcome  every  efibrt  to  abridge  that  time.  I  believe 
this  little  book  of  122  pages  contains  all  the  arithmetic  that  the  ordinary  common  school-boy 
needs  to  learn ;  and  that  in  the  hands  of  expert  and  earnest  teachers  it  will  be  found  practicable 
and  useful."  —  Hon.  John  M.  Gregory y  late  U.  S.  Civil  Service  Com'r. 

*'  Richards'  Natural  Arithmetic  promises  well.  As  soon  as  I  have  a  class  to  which  it  is 
adapted  I  will  give  it  a  trial.  The  trial  of  the  class-room  is  the  only  satisfactory  test  of  a 
school-book.  I  have  known  Mr.  Richards  favorably  by  reputation  for  many  years,  and  have 
confidence  in  his  ability  to  make  a  good  text-book."  —  H.A.  Pratt,  Principal  of  Pratt's 
English  and  Classical  School^  Shelburne  Falls,,  Mass. 

"The  plan  of  the  book  is  much  the  same  as  I  have  used  in  the  Normal  School  for  several 
years,  and  has  in  it  all  that  is  essential  {or  the  practical  arithmetician.  I  am  glad  to  see  this 
attempt  at  organizing  the  subject.  It  augurs  well  for  the  future  of  arithmetic  teaching."  — 
N.  Newby^  Professor  of  Mathematics^  Indiana  State  Normal  School. 

INTRODUCTION   PRICE,   32   CENTS. 

A  teacher's  edition  has  been  prepared,  containing  an  Appendix,  with 
numerous  examples  for  practice,  and  more  detailed  explanations  of  methods. 
Price  of  Teacher's  Edition,  50  cents. 


The  Interstate  Publishing  Company, 


CHICAGO  AND    BOSTON. 


THE   MAKING   OF   PICTURES. 

By   MRS.   SARAH   W.  WHITMAN. 

A  standard  work  upon  art  and  art  methods,  by  one  of  the  most 
successful  of  American  artists.  Invaluable  to  teachers  and  all  inter- 
ested in  pictures  of  any  kind.  Written  in  popular  style,  and  full  of 
detail  and  explanation  scarcely  to  be  had  elsewhere  outside  of  the 
studios.    Price,  55  cents.     In  parti-colored  cloth,  vellum,  65  cents. 

THROUGH    A   MICROSCOPE- 

By  Samuel  Wells,  Mrs.  Mary  Treat,  and 
Frederick  LeRoy  Sargent. 

With  these  directions  and  suggestions  the  entertainment  and  in- 
struction that  accompany  the  use  of  the  microscope  may  be  enjoyed 
by  all.  "  How  to  See  a  Dandelion,"  and  ''  How  to  Look  at  a  Bumble- 
bee," are  delightful  chapters.     Price,  55  cents. 

SHORT  STORIES  FROM  THE  DICTIONARY. 

By  ARTHUR  GILMAN. 

A  most  valuable  and  entertaining  book  for  young  or  old.  It 
shows  how  the  pages  of  the  dictionary  may  be  made  to  sparkle  with 
gems  of  brightest  literary  lustre,  if  only  the  eye  is  trained  to  see 
them.     Price,  55  cents. 

Full  descriptive  circulars  of  the  above  books  may  be  had  on  appli- 
cation.   Sample  copies  will  be  mailed  on  receipt  of  the  prices  given. 


THE  INTERSTATE  PUBLISHING  COMPANY, 

CHICAGO  AND   BOSTON. 


N.  B.  — We  are  publishing  a  great  variety  of  hooks  for  young  people 
to  read,  suitable  for  schools  or  libraries.  We  issue  three  graded  monthly 
readerSf  beautifully  illustrated,  containing  choice  selections  and  original 
articles  by  the  best  imiters^  intended  for  instruction  as  well  as  enter- 
tainment. Correspondence  is  invited  from  parents  and  teachers.  Our 
monthly  readers  are  used  in  the  best  schools  in  all  parts  of  the  country. 


The  number  of  persons  —  young  persons  — who  will  be  attracted,  enter- 
tained, lured,  and  indirectly  if  not  directly  educated,  by  the  group  of  little  books 
named  above  must  be  large  ;  it  ought  to  be  very  large,  for  the  enterprise  of  issu- 
ing them  is  a  worthy  one,  and  the  work  that  the  writers  have  done  upon  them  is 
highly  creditable.  The  task  that  they  undertook  was  chiefly  a  task  of  simplifying; 
for  the  principles  of  science  and  art  are  so  few  and  so  fixed  that  there  is  little 
hope  of  doing  much  original  work  in  an  elementary  treatise  for  young  folks  and 
the  untaught. — Norlhem  Christian  Advocate. 

But  the  most  clever  devices  can  scarcely  entrap  a  young  and  healthy  boy  into 
an  entire  liking  for  literature  and  language.  Part  of  his  education  ought  to  be, 
and  can  be,  made  recreation.  With  what  delight  would  he  throw  aside  books  of 
grammar  and  arithmetic  for  so  delightful  hours  as  he  can  spend  over  the  pleasant 
books  now  issuing  from  the  Interstate  Publishing  Company.  "  Entertainments  in 
Chemistry,"  "  Through  a  Microscope,"  and  "  The  Making  of  Pictures,"  are  the 
titles  of  three  of  these.  These  are  so  written  as  to  be  quite  intelligible  even  to 
boys  and  girls  in  our  intermediate  schools.  They  are  written  directly  in  the  spirit 
of  the  great  work  which  Mr.  Charles  Leland,  our  American  savant  on  matters 
relating  to  the  gypsies,  is  carrying  on  at  Philadelphia.  Industrial  education, 
interesting  the  pupil  in  natural  objects,  and  awakening  the  faculty  of  observa- 
tion, are  now  seen  to  be  some  of  the  most  necessary  aims  of  instruction  ;  and 
these  books  are  long  steps  in  the  right  direction.  —  Boston  Daily  Advertiser. 

Many  other  similar  quotations  might  be  made,  but  these  are  suffi- 
cient to  show  the  general  character  of  this  series. 

The  **  Home  Education  Series  "  is  issued  to  meet  the  wants  of  the 
best  teachers  and  the  most  thoughtful  parents.  It  stands  wholly  on 
its  merits,  being  connected  with  no  organized  scheme  to  insure  the 
sale  of  the  books.  They  are  not  the  ** required  readings"  of  any 
"course"  or  "circle,"  but  are  already  being  read  and  studied  by 
young  people  in  all  parts  of  the  country. 

THE  SERIES  CONSISTS  OF 
OLD     SCHOOL     DAYS. 

BY  AMANDA   B.   HARRIS. 

Very  fully  illustrated.  An  artistic  monograph  of  a  vanishing 
phase  of  American  country  life,  photographing  country  school- 
houses,  country  teachers,  and  country  children,  and  old  modes  of 
teaching,  old  school  books,  and  old  games.  The  entire  volume  is 
pervaded  with  a  delicious  humor.     Price  55  cents. 

ENTERTAINMENTS   IN    CHEMISTRY. 

By  Harry  W.  Tyler. 

Written  in  the  Massachusetts  Institute  of  Technology,  by  an 
enthusiast  in  chemical  work,  this  little  volume  places  within  easy 
reach  of  young  people  a  very  interesting  set  of  chemical  entertain- 
ments, with  full,  easy,  but  thoroughly  scientitic  explanations. 
Price,  55  cents. 


The  Herne  MacatiGri  Series. 


SUPPLEMENTARY  TEXT-BOOKS 

KOR      HONIE     AND     SCHOOL. 


It  is  not  necessary  to  make  any  argument  in  behalf  of  instructive, 
entertaining  reading  for  young  people  out  of  school.  Everybody 
concedes  the  importance  of  it.  The  problem  is  to  provide  books  of 
that  kind  which  boys  and  girls  will  read.  This  is  just  what  we  are 
trying  to  do.  The  reception  accorded  to  those  we  have  already  pub- 
lished assures  us  that  our  efforts  are  appreciated  by  parents,  teach- 
ers, editors,  and  the  boys  and  girls  themselves. 

The  following  books,  all  new,  fairly  represent  our  undertaking  in 
this  department  of  education.  Of  these  the  most  commendatory 
words  have  been  spoken.  They  may  be  summarized  in  the  follow- 
ing brief  quotations:  — 

The  entire  series  may  be  recommended  without  any  reserve  to  young  people 
as  well  as  teachers.  —  The  Gospel  Banner. 

These  books  are  admirable  for  home  use.  They  will  impart  a  knowledge  of 
science  on  its  practical  side,  which  will  not  be  lost  in  one's  future  education.  — 
Boston  Herald. 

Three  choice,  helpful,  practical  books  for  those  who  would  enlarge  their 
knowledge  and  vocabulary  somewhat.  Let  us  make  the  minimum  salary  of  all 
our  teachers  at  least  $50  per  month  for  nine  months  hi  the  year,  so  that  they  can 
avail  themselves  of  these  latest  and  best  methods  of  instruction. 

—  American  Journal  of  Education. 

Each  of  these  books  is  liberally  illustrated,  making  plain  the  science  treated 
on,  and  in  such  a  manner  as  to  make  it  practicable  for  home  entertainment. 
They  will  be  found  valuable  for  the  instruction  of  youth,  making  simple,  as  they 
do,  the  branches  of  science  indicated.  —  Indianapolis  Journal. 

It  is  the  purpose  of  the  company  to  publish  books  supplementary  to  the  ordi- 
nary school  text-books,  to  be  used  in  schools  and  at  home.  The  demand  for  such 
books  is  great,  and  a  valuable  service  will  be  rendered  by  the  publishers  in  sup- 
plying them.  They  have  made  a  good  beginning,  and  the  publication  of  books 
Buch  as  these  will  secure  them  well-merited  success.    We  commend  the  enterprise. 

—  The  Church  Press. 


'  The  value  of  this  work  is  beyond  doiibt, ' 


Short  Stories  from  the  Dictionary. 

By   ARTHUR    OILMAN. 


"Words  are  things;    and  a  small  drop  of  ink, 
Falling  like  dew  upon  a  thought,  produces 
That  which   makes  thousands,  perhaps  millions,  think.' 


129  pages.     Mailing  price,  55  cents. 


OPINIONS  OF  THE  PRESS. 

Christian  Register  :  If  the  old  lady  found  the  stories  in  the  dictionary 
extremely  short,  she  could  not  fail,  we  think,  to  have  found  them  extremely 
interesting.  At  least,  this  has  been  Mr.  Oilman's  experience  in  the  little 
book  of  one  hundred  and  twenty-nine  pages  which  he  issues.  He  has 
sifted  out  of  the  one  hundred  thousand  or  more  words  some  of  the  most 
interesting  in  the  heap.  He  traces  their  history  and  shows  the  changes  in 
their  meaning,  and  tells  us,  in  short,  how  some  of  them  came  between  the 
lids.  The  book  is  written  in  a  simple  style,  and  would  be  useful  to  intro- 
duce in  grammar  schools,  to  interest  and  instruct  as  to  the  origin  and 
growth  of  our  language. 

San  Francisco  Evening  Post :  Over  300  words  have  been  selected 
here  and  there  from  Webster's  Dictionary,  and  their  derivation,  formation, 
or  general  history  touched  upon  in  a  light,  pleasant  manner,  which  at  the 
same  time  promotes  much  thought. 

Education  :  A  small  work  with  a  special  purpose  is  often  worth  a  shelf- 
full  of  ordinary  volumes.  That  fact  is  true  of  Mr.  Arthur  Oilman's  Shorl 
Stories,  which  have  a  double  value :  that  of  simple  interest  and  that  of 
teaching  readers  to  think.  Although  not  prepared  for  school  use.  Stories 
from  the  Dictionary  would  make  an  admirable  book  for  supplementary 
reading  or  study  in  our  grammar  schools. 

N.  Y.  School  Journal :  Although  these  stories  were  prepared  for 
young  readers,  there  are  many  old  ones  who  will  find  in  them  much  that 
is  of  genuine  profit.  Words  are  taken  at  random  from  the  dictionary  and 
their  various  changes  in  form  and  meaning  traced  from  the  beginning  to 
the  present  day.  "  Webster's  Unabridged  "  is  taken  as  the  basis  of  these 
stories,  to  which  this  volume  might  properly  be  termed  a  commentary. 
The  titles  of  some  of  the  chapters  will  suggest  some  of  the  details  of  the 
book:  How  Words  have  changed  their  Meanings,  Can  a  Word  be  Killed, 
Can  You  make  a  Word,  Names  from  Countries,  CiviHzed  and  Countrified, 
Dwellings  and  other  Places,  Names  for  Noises,  Parts  of  the  Body,  the  Foot 
and  other  Things,  Handy  Words,  Some  Hard  Words,  and  List  of  Words, 
most  of  which  are  explained.  This  volume  has  not  been  adapted  espe- 
cially for  school  use,  but  it  would  nevertheless  be  an  excellent  suppleinentary 
reader  in  grammar  classes. 


f...^ 


54;jirnr 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


